THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


Moral   Education 


A. 


By 

G.    FLACK 


"The  truest  test  of  civilization  is  not  the  census,  nor 
the  size  of  cities,  nor  the  crops;  no,  but  the  kind  of  man 
the  country  turns  out." 


Cochrane  Publishing  Company 

Tribune  Buihiing 

New  York 

1910 


Copyright,  1910,  by 
Cochrane  Publishing  Co. 


INTRODUCTION. 

Partly  in  response  to  the  demand  for  more  defmite 
moral  education,  this  is  otfered  as  an  aid  in  such  a  iHrec- 
tion. 

It  has  been  written  partly  in  accordance  with  theory, 
and  partly  from  practice  and  observation,  and  needs  the 
further  test  of  practice.  Owing  to  interfering  circum- 
stances the  writer  is  unable  to  give  this  further  test, 
and  offers  the  work  just  as  it  is. 

Mr.  Horace  Mann,  I  believe,  has  said  that  as  far  as 
gtiaranteed  by  his  observation,  ten  men  fail  from  moral 
defect  to  one  who  fails  from  intellectual  defect,  ami 
if  this  is  the  case,  together  with  the  tendency  shown 
by  the  evident  growing  desire  for  better  moral  education, 
then  there  is  both  the  expressed  need  and  wish  for  the 
latter.  If,  too.  Mr.  John  Dewey's  statement  that  "What 
the  best  and  wisest  parent  wants  for  his  own  child,  that 
must  be  the  community's  want  for  all  of  its  children." 
includes  detailed  training  in  morals  and  manners,  this 
is  another  evidence  of  its  need. 

In  systematic  moral  training  it  is  desirable  that  as  far 
as  possible  it  should  be  put  upon  the  same  scientific 
basis  as  other  branches  of  learning — taught  according 
to  the  laws  of  psychology  and  education. 

A  knowledge  of  the  laws  of  modern  psychology 
makes  it  possible  to  give  younger  children  teaching 
through  making  the  proper  mental  suggestion  interest- 
ing. 

The  ideas  to  be  developed  and  applied  are  given  in  a 
variety  of  forms — some  are  the  ordinary  ethical  teach- 
ing'i.  others  are  proverbs,  practical  maxims,  and  so 
forth.      Since    it    is    not    desired    to    interfere    with    run 


8247^0 


4  .\1(  )RAI.    I'.DlcA  riOX 

religious  convictions,  llic  moral  teachings  taken  from  re- 
ligious sources  are  those  which  are  essentially  ethical.  A 
number  of  the  elements  of  common  law  are  to  some 
extent  as  given  by  Mr.  Francis  Wayland  in  his  "Ele- 
ments of  Moral  Science."  As  may  be  seen,  there  is  little 
new  to  add  to  ethical  teachings  themselves — the  impor- 
tant ones  have  already  been  given.  The  further  consid- 
eration is  to  bring  about  a  better  understanding  of  the 
necessity  for  obedience  to  them,  and  a  better  obedience 
where  necessary. 

Moral  teaching  forms  part  of  general  government — 
that  through  education  and  prevention,  and  this  being 
so,  the  consequent  need  is  for  the  proper  teaching  and 
supervision  of  all  children.  It  is  a  duty  also  toward  the 
rights  of  the  individual  as  well  as  toward  those  of  society 
as  a  whole. 

The  suggestions  and  teachings  given  are  suitable  for 
the  use  of  parents  and  other  teachers  of  children. 

Among  educational  works  which  may  be  read  by 
those  not  desiring  a  general  course  of  study,  are  Joseph 
Payne's  "Lectures  on  the  Science  and  Art  of  Education," 
Froebel's  "Education  of  Man,"  Winterburn's  "Nursery 
Ethics,"  James'  "Talks  to  Teachers  on  Psychology,"  and 
that  part  of  Hudson's  "Law  of  Psychic  Phenomena" 
which  treats  of  suggestion. 

A  special  preparation  for  teaching  morals  would  re- 
quire at  least  an  academic  education,  including  physiology 
and  h3-giene,  and  in  addition  a  further  knowledge  of 
education  and  general  psychology,  with  the  study  of 
society,  including  principles  of  social  development,  politi- 
cal economy,  the  history  of  art,  religion,  and  ethics,  with 
the  natural  history  of  the  latter. 

In  literature  may  be  read  : 

The  best  religious  and  ethical  teachings ; 


MORAL  EDLXATIOX  5 

Dante — The  Divine  Comedy; 

Homer — The  Ihad  ; 

Sophocles — Antigone  ; 

Shakespeare ; 

-\Iihon — First  six  books  of  Paradise  Lost; 

Larned — A  Muhitude  of  Counsellors; 

Alodern  poetry — extracts ; 

Such  social  literature  as  fiction ; 

Current  events  and  science,  and  so  forth. 

A  certain  amount  of  general  knowledge  is  necessary 
from  the  fact  that  various  branches  of  knowledge  affect 
the  knowledge  of  other  branches. 

In  general  literature  individual  choice  may  to  some  ex- 
tent decide,  as  it  is  not  desirable  to  have  too  great  fixed- 
ness and  imiformity  in  required  knowledge. 

It  is  hardly  necessary  to  say  that  those  who  teach 
morals  should  be  persons  of  the  best  principles,  as  well 
as  of  breadth  of  mind  and  sympathy,  unprejudiced,  and 
as  far  as  possible  those  who  possess  natural  taste  and  fit- 
ness for  such  work. 


Moral  Education 


GENERAL  SUGGESTIONS. 

One  of  the  principles  of  education  may  be  expressed  as 
being  the  fact  that  the  mind  has  its  natural  growth  or 
development  when  the  knowledge  that  it  contains  is  the 
product  of  its  own  action  upon  the  facts  presented  to  it, 
or  is  founded  upon  such  action  upon  the  part  of  others, 
just  as  natural  physical  growth  is  the  product  of  the  action 
of  the  inner  forces  upon  physical  food. 

Experience  or  observation  being  the  general  founda- 
tion of  knowledge,  the  foundation  of  moral  knowledge 
would  be,  therefore,  no  statements  or  precepts,  but  the 
observation  or  experience  of  conduct,  developing  what  is 
right  and  what  is  wrong.  Through  parents'  or  instructors' 
guifling  a  child's  observation  by  means  of  questioning, 
the  moral  precept  should  thus  come  from  the  child  him- 
self. The  golden  rule,  for  example,  would  not  be  given 
to  a  child  as  a  tradition,  but,  through  the  directing  of  his 
observation  and  reasoning,  be  made  a  part  of  his  own 
thinking — one  of  his  own  conclusions.  A  child  lias  natur- 
ally, from  contact  with  parents  and  companions,  a  small 
stock  of  ideas  based  upon  his  own  observation,  and  that 
is  actually  his  own,  although  it  may  be  distorted  by  self- 
interest.  As  with  education  in  general,  he  should  not  be 
hindered  by  being  told  what  under  ordinary  circum- 
stances he  should  be  able  to  perceive  for  himself.  Just  as 
lack  of  exercise  and  proper  food  will  dwarf  his  bodily 
growth,  so  lack  of  observation  and  reasoning,  with  lack 
of  material  for  mental  and  moral  growth,  must  tend  to 


S  MOKAI,    I'lU'iATlOX 

duarl  the  growth  of  his  iniiul  and  character.  Definite 
moral  education,  by  bringing  the  moral  element  in  con- 
duct to  attention,  should  tend  to  cause  more  habitual 
consideration  for  it. 

As  learning  proceeds  from  the  concrete  to  the  abstract, 
from  the  known  to  the  unknown,  a  child  should,  from  the 
foundation  of  his  own  experience  and  observation,  be 
led  to  the  better  comprehension  of  and  obedience  to 
moral  teachings  in  general,  without  being  obliged  to  learn 
by  experience  that  might  cost  him  very  dearly. 

His  training  in  the  beginning  should  be  according  to 
the  best  standards,  as  poor  beginnings  here  as  elsewhere 
are  detriments  in  themselves. 

Many  moral  rules  are  general,  and  children  need  help 
in  applying  them.  Wherever  possible,  the  application  of 
the  general  principles  of  morals  should  be  taken  into  the 
details  of  conduct,  and  not  only  into  slight  matters,  but 
into  great  affairs. 

Stating  the  intellectual  processes  in  a  general  way  as 
perception,  reason,  feeling  and  will,  terminating  in  choice 
and  action,  either  in  thought  or  outward  contluct,  it  fol- 
lows that  moral  education  must  consist  in  bringing  before 
the  mind  material  for  perception  from  the  moral  stand- 
point, in  cultivating  a  habit  of  correct  and  unprejudiced 
reasoning  to  conclusions ;  in  reasoning,  encouragement, 
and  discipline  where  suitable,  in  the  matter  of  execution 
or  practice.  Another  part  is,  through  the  presentation  of 
good  examples,  to  inspire,  as  is  expressed  in  the  follow- 
ing: "But  virtue,  by  the  bare  statement  of  its  actions 
can  so  affect  men's  minds  as  to  create  at  once  both  ad- 
miration of  the  thing  done  and  desire  to  imitate  the  doers 
of  them." 

Applying  to  the  individual  a  method  which  is  seen  to 
have  been  applied  to  the  race  during  its  earlier  stages 
of  development,  authoritative  prohibition  or  warning  is 


-MORAL  EDUCATION  9 

needed  for  moral  teaching  during  the  individual's  earlier 
stages  of  growth.  With  older  children,  those  who  have 
reached  a  stage  of  reason,  the  reasoning  in  connection 
with  the  principles  should  tend  to  give  the  proper  com- 
prehension and  love  of  good,  and  as  far  as  possible  the 
consequent  will  to  put  it  into  practice.  This  is  e.xpres.sed 
in  the  following:  "Proper  conditions  are  better  guaran- 
teed when  the  good  or  evil  consequences  of  actions  are 
rationally  understood  than  when  they  are  simply  believed 
upon  authority." 

In  the  introduction  of  the  formal  teachings  of  morals, 
as  to  another  study,  it  should  be  shown  why  it  is  under- 
taken— its  value  and  necessity,  its  relationship  to  individ- 
ual and  social  welfare.  Morality,  and  moral  teaching  an:l 
training,  should  be  shown  as  means  and  not  as  ends. 
Such  teaching  is  to  create  the  necessary  regulative  ele- 
ment for  conduct — to  aid  in  cultivating,  toward  great 
and  small  affairs,  the  right  spirit,  of  which  right  conduct 
and  other  conditions  are  the  natural  consequences.  It  is 
to  promote  thoughtfulness  and  considerateness,  the  lack 
of  which,  as  well  as  wrong  motive,  may  cause  harm.  It 
is  to  promote  moral  self-activity.  The  necessity  of  learn- 
ing in  the  beginning  what  is  right  and  wrong,  not  only 
to  promote  the  welfare  of  others  and  self,  but  to  avoid 
the  punishments  which  may  come  from  ignorance,  should 
be  taught,  and  that  such  teaching  upon  the  part  of  elders 
is  a  duty  toward  every  child.  The  various  forms  of  re- 
ward and  punishment  for  right  and  wrong  conduct 
should  be  shown,  the  nature  of  arbitration  for  the  re- 
dress of  grievances,  the  facts  which  may  modify  judg- 
ment, the  nature  of  prevention  and  cure,  the  element  of 
reparation,  or  undoing  of  wrong,  and  that  of  suitability 
of  the  remedy  to  the  cause  and  nature  of  the  offense. 

The  meaning  of  the  words  "principles."  "character." 


10  MoKAi.  i-:i)i'c.\'riox 

"conscience,"  "motive"'  and  "habit,  "  and  the  duties  in 
connection  with  these  factors,  may  be  taught. 

In  questioning  as  to  right  and  wrong  courses  of  con- 
duct, the  imagination  may  be  led  to  conceive  the  state  of 
affairs  resulting  from  the  general  ])ractice  of  each  :  for 
example,  to  picture  the  state  of  society  if  every  one 
redressed  his  own  wrongs,  hated,  robbed,  and  killed  his 
neighbor  if  he  chose,  was  indolent,  untruthful,  unjust, 
unkind,  rude,  and  so  forth;  and  on  the  other  hand  to 
picture  a  state  of  affairs  where  opposite  circinnstances 
])revail.  It  should  be  shown  that  even  in  individual  cases 
wrong  conduct  is  socially  destructive,  and  that  the  oppo- 
site conduct  is  constructive.  The  consequent  duty  of 
each  to  self,  each  to  all,  all  to  each,  and  the  rights  of 
others,  as  judged  by  the  rights  desired  for  self,  should 
be  considered — the  necessity  of  morality  for  the  common 
good. 

From  examples  as  varied  and  interesting  as  possible, 
the  truth,  precept  or  knowledge  may  be  derived  or  im- 
pressed; then  both  through  varied  theoretical  applications 
an:l  through  actual  practice  where  suitable,  be  expressed 
by  the  children  themselves.  This,  for  younger  children, 
should  give  good  suggestion  in  an  interesting  form.  Such 
examples  should  include  illustrations  of  the  truth  that 
knowledge  of  what  is  right  is  only  a  part  of  right — that 
morality  consists  in  its  execution. 

The  variety  of  forms  in  which  tlie  truths  are  presented 
to  them,  and  which  is  necessary  both  for  ]:)ro\)er  interest 
and  in  order  to  reach  the  different  types  of  mind,  may  be 
given  as  in  other  studies,  as  for  instance  stories  read  with 
the  moral  action  left  blank  to  be  filled  out  by  pupils.  In 
such  cases  not  the  exact  wor(!s  or  facts,  which  with  un- 
familiar matters  cannot  be  known,  but  the  spirit  of  the 
action,  should  be  regarded.  Each  child  should  as  far  as 
possible  be  required  to  give  an  opinion,  not  only  to  be 


MORAT.  RDUCATIOX  11 

certain  that  he  has  exercised  his  mind,  but  that  the  nature 
of  his  decisions  may  be  known. 

In  presenting  what  may  be  termed  a  moral  problem, 
requiring  children  to  say  what  they  think  is  right,  why  to 
their  minds  it  is  so,  the  causes,  direct  or  indirect,  the 
effects  known  or  possible,  and  so  forth,  there  should,  in 
using  attractive  instances,  be  not  alone  greater  interest 
but  greater  insight.  In  matters  involving  the  application 
of  principles  with  which  the  children  are  familiar,  they 
should  as  much  as  possible  be  required  to  solve  the 
problem  without  outer  help,  just  as  with  mathematical 
principles.  In  presenting  a  case  that  is  afterward  left 
for  later  solution,  the  anticipation  of  having  the  answer 
demanded  should  keep  the  matter  before  the  attention 
for  a  longer  time,  but  this  should  not  lead  to  co]iying, 
without  thinking  for  self,  the  answers  of  others.  Cniess- 
ing,  in  the  sense  of  speaking  without  thought,  should  be 
discouraged,  and  preference  given  to  those  who  give  evi- 
dence of  right  spirit  and  consideration.  It  may  some- 
times not  be  possible  for  children  to  grasp  the  particular 
idea,  and  it  should  then  be  told  them,  but  not  until  they 
have  made  the  effort  to  think,  and  have  cfjncentratel 
their  interest  and  attention  upon  it.  Where  it  is  wished, 
conclusions  may  be  put  into  the  form  of  known  (juota- 
tions  expressing  them,  and  in  this  way  hel])  be  given 
toward  the  understanding  of  moral  truth  as  si)okcn  an  1 
written  by  others.  The  memorizing  of  such  is  also  val 
uable.  In  many  fairy  tales,  too,  which  ])elong  particul;irl\ 
to  childhood,  there  is  a  moral  teaching  win'rh  slionM  be 
brought  to  observation. 

Children's   different   ideas   .should    be   heard    and    di.s 
cussed,  not  alone  as  adding  to  the  general  interest,  but 
for  the  benefit  of  teacher  as  well  as  pupils,   for  as  is 
known,  there  is  much  to  be  learned  from  chihhcn  tlu  in 
selves. 


12  MORAL  I'.DrcA'nox 

In  some  cases  children  may  require  individual  teach- 
ing at  times,  in  order  to  impress  ideas  when  tlTcre  are  no 
distracting  outer  influences. 

Where  interest  is  especially  desirable  it  is  well  to  re- 
member that  children  are  fond  of  stories  expressive  of 
action,  but  the  exclusive  use  of  such  should  be  avoide<l, 
as  tending  toward  a  taste  that  is  satisfied  with  nothing 
else.  A  fair  balance  as  regards  action  anrl  passivity  gives 
both  moderation  and  variety. 

Lessons  should  be  suited  as  in  other  stu(Hes,  to  the 
mental  capacity  and  power  of  attention.  A  moderate  and 
suitable  amount  properly  cared  for  is  all  that  should  be 
attempted  in  a  single  lesson. 

Some  of  the  rules  given  are  suited  principally  for  older 
children,  but  whatever  part  is  suitable  for  those  younger 
may  be  used,  omitting  the  others,  or  making  them  more 
simple. 

In  the  moral  training  of  children  they  sliould  not  be 
expected  to  be  immediately  made  perfect— -moral,  like 
other  growth,  is  a  matter  of  time.  Much  must  be  over- 
looked. In  unimportant  matters  children  should  not  be 
held  too  strictly  and  constantly  to  rules — the  chief  req- 
uisite is  that  they  should  know  what  is  right,  as  many 
children  act  wrongly  from  pure  ignorance,  and  would 
willingly  do  right  if  they  only  knew  it. 

Where,  too,  a  child  is  naturally  sensitive  and  conscien- 
tious, moral  knowledge  is  what  is  chiefly  required,  as  the 
child's  own  conscience  will  on  the  w^hole  care  for  the  rest. 
As  such  a  child  suffers  from  the  slightest  trifles,  this 
must  be  considered.  Over-conscientiousness  should  be 
restrained  by  right  reasoning  showing  that  reasoning  and 
judgment  are  needed  even  in  the  doing  of  right. 

Moral  training  in  the  department  of  practice  or  execu- 
tion of  moral  knowledge — the  drawing  of  the  will  into 
right  channels,  needs  especial  care  with  those  of  unde- 


MORAL   I'LDLCATIOX  13 

veloped  conscience  and  love  of  right.  In  all  such  teach- 
ing great  discretion  is  needed  in  order  not  to  defeat  the 
very  end  sought.  The  spirit  of  co-operation  in  a  common 
cause  is  necessary. 

Training  should  never  deteriorate  into  a  perpetual  an- 
noyance of  children  in  regard  to  conduct,  which  is  in- 
jurious. If  they  are  taught  good  principles  in  such  a  way 
tliat  good  is  made  attractive  and  desirable,  their  own 
minds  should  be  trusted  to  a  great  extent,  with  help  in 
practice  given  as  discretion  and  experience  see  necessary. 
As  it  is  children  who  know  the  least,  every  fair-minded 
])erson  must  see  that  they  are  not  always  to  blame.  In 
this  way  children's  faults  are  often  those  for  which  their 
elders,  and  not  they,  are  responsible.  The  older  person, 
in  exercising  his  or  her  minrl  to  find  the  natural  and  wisest 
remedy  for  faults,  particularly  the  jjreventive  one.  has  the 
more  important  duty.  For  this  reason  it  is  well  to  seek 
the  cause  of  failure  in  all  concerned,  and  this  from  others 
where  necessary. 

The  natures  of  children  and  circumstances  vary  so 
much  that  only  general  suggestions  can  be  given — indi- 
viflual  judgment  must  be  user!.  Lessons  may  often  appear 
to  have  no  effect,  but  this  should  not  be  accepted  as  a  dis- 
couragement but  a  frequent  ])henomenon — results  in 
some  cases  appear  later. 

Teaching  should  succeed  as  far  as  through  heredity, 
early  training,  and  general  capability  it  lies  in  the  pupil's 
jjower,  and  as  far  as  through  patience,  perseverance,  thor- 
oughness, intelligence,  earnestness,  and  love  of  good,  il 
lies  in  the  power  of  the  teacher.  The  great  necessary 
effort  is  toward  bringing  about  the  inner  conviction  which 
leads  to  the  pupil's  self-active  effort  toward  morality. 

Together  with  the  fear  of  making  no  progress  sliould 
be   avoided    the   opposite   extreme,    that    of    fearing    lh;it 


14  -MURAL  EDL'CATIUX 

luinianity  may  become  too  good,  for  after  centuries  of 
teaching  it  has  still  the  need  of  greater  good. 

Owing  to  an  old  idea  connected  with  the  word  teach — 
that  of  giving  children  instruction  through  the  labor  of 
the  teacher's  mind  instead  of  that  of  the  pupil,  in  part 
at  least,  the  word  develop  is  used  synonymously  with 
teach.  The  ideas  to  be  developed  are  for  convenience 
made  separate  and  distinct  as  far  as  possible. 

The  rights  of  children  to  justice  should  be  observed, 
and  they  should  not  carelessly  be  misjudged  or  misbe- 
lieved. 

In  the  development  of  their  own  sense  of  justice,  chil- 
dren should  from  their  suffering  from  the  wrong  doing 
of  others  be  led  to  see  that  others  should  have  the  same 
justice  froni  them  that  they  wish  for  themselves.  From 
judging  rightly  as  to  what  touches  their  own  interests 
they  should  be  helped  to  judge  rightly  as  to  the  rights  and 
interests  of  others,  and  conversely,  from  judging  calmly 
and  reasonably  as  to  the  affairs  of  others  which  do  not 
touch  their  own  interests  or  prejudice,  they  should  learn 
to  judge  calmly  and  reasonably  as  to  their  own  exactions. 

Before  language  is  developed,  ideals  should  be  held 
up  to  children  in  the  conduct  of  those  surrounding  them. 
This  is,  of  course,  quite  as  necessary  afterward. 

From  associated  reading  and  other  sources,  in  later  ed- 
ucation, examples  of  good  ideals  may  be  given,  and  when 
moral  knowledge  has  advanced  to  some  extent,  children 
should  be  asked  what  good  qualities  they  wish  to  culti- 
vate, and  so  be  led  to  set  ideals  toward  which  to  aspire. 
The  setting  of  good  qualities,  and  good  principles  or 
rules  of  conduct,  should  have  the  element  of  self-activity 
and  spontaneity  as  far  as  possible.  In  connection  with 
the  setting  of  ideals  children  may  be  helped  to  make  a 
summary  of  as  many  and  varied  elements  of  good  char- 


MORAL  EDUCATIOX  15 

acter  as  they  can,  and  including  both  major  and  minor 
morals. 

In  speech  and  other  conduct  appeals  should  be  made 
to  good  qualities. 

The  fact  that  a  great  element  of  life  is  choice — a  con- 
stant succession  of  opportunities  for  choosing,  makes  the 
proper  guidance  of  choice,  and  the  placing  of  it  upon 
children  an  important  part  of  their  training. 

In  all  cases  where  a  choice  either  way  will  do  no  real 
injury,  what  is  for  and  against  the  point  in  question 
should  be  made  clear,  with  encouragement  or  warning  as 
the  case  may  demand,  and  the  child  allowed  or  obliged 
to  make  his  own  choice,  and  enjoy,  or  suffer  from,  the 
consequences.  This  helps  in  the  foundation  of  self- 
government,  the  perception  of  parents  and  teachers  in 
their  true  relation  as  helpers  instead  of  arbitrary  rulers, 
and  the  seeking  of  their  advice  instead  of  avoiding  it. 
This  should  aid  in  creating  the  proper  confidence  between 
children  and  their  parents  or  other  guardians,  so  that  the 
necessary  oversight  of  their  general  conduct  may  be 
accomplished  in  the  best  way.  Where  children's  choice 
brings  its  own  punishment,  which  should  not  be  tort 
severe,  they  should  be  allowed  to  abide  by  it,  and  the 
lesson  learned  should  strengthen  the  knowledge  of  the 
necessity  for  obedience  to  right,  and  increase  the  love 
for,  and  influence  of,  the  adviser.  Through  just  and  right 
treatment,  which  is  a  fundamental  kindness,  children 
should  not  only  love  but  respect  their  ehlers.  .Much  of 
government  should  be  seen  as  proper  reasoning,  explana- 
tion, teaching  anfl  guidance,  instead  of  restraint  alone,  or 
of  finding  fault. 

When  mistakes  are  made  and  suffered  from,  not  an  an- 
tagonistic attitude  of  mind,  Init  the  reasoning  and  sym- 
pathy which  make  clear  that  the  child's  own  choice  took 
it  out  of  the  power  of  the  parent  or  instructor  to  help 


16  MORAL  i<:duca  riox 

him,  and  which  guides  the  development  of  the  lesson  to  be 
learned,  is  the  better  course,  and  avoids  the  tendency  to 
hard  feelings.  In  placing  a  child  upon  his  own  feet  in 
this  respect  he  must  learn  that  each  must  accomplish  his 
good  and  happiness,  and  that  of  others  as  far  as  he  is  con- 
cerned, by  his  own  choice,  his  own  effort. 

To  be  ruled  by  outer  force  should  be  shown  as  belong- 
ing to  infancy  and  ignorance. 

The  love  that  parents  have  for  their  children  should 
avoid  the  prejudice  which  fails  to  see  their  faults,  and  the 
prejudice  of  the  opposite  extreme,  which  sees  faults 
alone. 

With  young  children,  before  the  age  of  spoken  lan- 
guage, the  universal  sign  language  is  the  necessary  means 
of  communication  in  letting  them  know  what  is  required 
of  them,  anrl  the  method  of  kindness,  gentleness,  pa- 
tience, and  firmness,  with  encouragement  and  reward  as 
they  approximate  or  succeed  in  what  is  wished,  is  far 
more  influential  in  bringing  about  pleased  and  willing 
obedience  than  teaching  by  means  of  blows.  Only  what 
is  really  needed  for  them  is  best — all  annoyance  by  fool- 
ish and  unnecessary  requirements  should  be  avoided,  as  a 
child's  business  is  to  grow^  and  then  to  learn  primary 
facts  through  self-teaching.  For  this  reason,  peace, 
proper  sleep,  proper  temperature,  general  cleanliness, 
pure  air,  pure  water,  pure  food,  and  the  supply  of  oppor- 
tunities for  self-education  and  amusement,  with  the  right 
guidance,  are  what  are  needefl.  The  amusement  given 
children  by  others  requires  moderation,  as  even  what  is 
pleasing  creates  irritation  and  distaste  when  overdone. 

For  the  parents  and  nurses  of  young  children  to  ha\e 
some  knowledge  of  the  principles  of  education  should  be 
for  the  greater  pleasure  as  well  as  benefit  of  all  concerned. 
In  adf'ition  to  this,  the  proper  physical  care,  and   such 


MORAL  P:DLTATI0X  \7 

knowledge  as  to  avoid  spoiling  a  child  by  annoying,  rock- 
ing, unnecessary  handling,  and  so  forth,  are  needed. 

When  any  particular  training  is  necessary  to  he  given  a 
child,  it  would  be  well  that  as  many  other  matters  as  can 
be  set  aside  should  be  so  for  the  time,  and  the  attention 
devoted  to  what  is  required.  If  rightly  used,  the  time 
taken  should  prove  an  economy  and  wise  investment  in 
the  end.  With  the  love  which  considers  what  is  for  the 
real  good  of  a  child,  and  a  thinking  mind,  the  firm  will 
that  in  being  calm  arouses  no  antagonism  is  accepted  with 
less  resentment.  A  calm  but  firm  will,  and  its  unfailing 
exercise  in  the  keeping  of  rules,  promises,  and  require- 
ments which  a  child  itself  knows  to  be  right,  outvalues  a 
forest  of  birches.  The  fact  that  a  person  means  what  he 
says  is  respected.  The  integrity  of  the  executive  power  is 
needed  in  small  matters  as  in  great  ones.  As  to  rules  and 
promises,  it  is  perhaps  unnecessary  to  say  that  they  should 
not  be  made  upon  impulse,  but  upon  consideration,  and 
if  found  to  be  wrong,  should  be  retracted. 

A  child,  like  a  grown  person,  cannot  have  an  appeal 
made  to  his  reason  and  good  sense  if  his  mind  is  preju- 
diced by  anger.  When  he  is  in  an  undisturbed  frame  of 
mind,  the  impersonal  necessity  upon  the  part  of  parents 
or  others,  for  any  punishment  that  is  not  naturally 
brought  about  by  his  own  free  choice,  should  be  de- 
veloped— that  punishment,  whether  through  parents  or 
others,  comes  in  kindness  to  keep  him  from  injuring  him- 
self or  others  persons,  and  that  the  general  law  must  bo 
obeyed  by  elders  as  well  as  by  children.  The  fact  that 
upon  the  part  of  parents  it  is  not  a  pleasure  but  a  duty, 
disobedience  to  which  would  bring  punishment,  to  the 
parent  himself,  should  be  shown — that  tlic  highest  au- 
thority is  that  which  is  kind  and  just. 

Refore  their  going  to  sleep  is,  for  several  reasons,  one 
of  the  best  times   for  speaking  to  chilih-cn  of  tlieir  con- 


18  MORAL  EDUCATION 

duct.  It  gives  the  opportunity  for  the  mind's  action  dur- 
ing sleep,  and  is  the  time  when,  after  the  expending  of 
their  superfluous  energy  (hiring  the  day,  they  are  more 
sub(kied.  Often  a  mere  (|uiet  conversation  regarding  any 
particular  misbehavior,  made  at  this  time,  is  all  that  is 
needed  to  prevent  its  repetition,  even  with  a  strong-willed 
child.  For  the  reason  that  impressions  made  during  the 
day  may  afifect  the  sleep  more  or  less,  it  is  desirable  upon 
general  principles  that  children  go  to  sleep  in  a  peaceful 
and  pleasant  frame  of  mind.  Not  only  before  sleep,  but 
suitable  at  other  times,  simply  to  speak  calmly  and  rea- 
sonably about  the  nature  of  the  wrongness  of  any  conduct, 
and  the  nature  and  need  of  the  right,  even  if  there  is  no 
reply,  letting  the  ideas  accomplish  their  work  themselves, 
should  aid  in  governing  children  by  reason,  and  in  aiding 
their  own  self-government  by  reason. 

If  a  child  falls,  or  meets  with  any  of  the  numerous  mis- 
haps to  which  children  are  liable,  it  is  wise  first  to  teach 
it  to  seek  the  cause,  instead  of  having  its  hurts  kissed, 
or  of  being  encouraged  to  feel  resentment  at  what  is  not 
to  blame.  The  kiss  distracts  attention  from  what  is 
really  to  blame — its  own  ignorance,  wrongdoing  or  care- 
lessness. After  the  child  has  perceived  and  acknowledged 
the  cause,  with  the  resolution  to  do  better,  the  kiss  is  then 
in  its  place  as  an  expression  of  sympathy.  To  teach  chil- 
dren to  seek  the  cause  of  ills  and  mishaps  is  to  use  a 
means  which  tends  to  prevent  future  and  possibly  greater 
ones,  and  it  is  in  this  way  by  far  the  best  form  of  kind- 
ness. Weak  indulgence,  which  does  not  consider  the  real 
good  of  children,  is.  like  unreasoning  severity,  not  a  true 
love  of  them. 

Tf  a  child  has  been  guilty  of  any  little  act  of  thought- 
lessness, disrespect,  or  whatever  it  may  be.  that  necessi- 
tates being  mentioned,  it  is  well  that  he  should  if  possi- 
bl\-  think  for-  himself  what  it  has  been,  as  a  help  toward 


MORAL  EDUCATIOX  19 

making  his  own  mind  self-helpfiil  in  such  matters,  as  well 
as  to  amend  the  fault.  As  a  help  toward  self-activity  in 
remembering  about  things  to  be  done,  and  so  forth,  a  child 
should  be  asked  after  the  required  time,  instead  of  being 
told  beforehand.  This  gives  the  mind  an  opportunit)- 
to  think  for  itself. 

Tn  all  teaching  that  is  contrary  to  the  selfish  wishes 
of  children  who  have  not  learned  to  accept  and  profit 
by  the  just  correction  given  by  others,  the  possible  pro- 
test should  be  allowed  for.  and  not  considered  a  token  of 
unrelenting  disobedience.    The  good  should  be  trusted. 

Punishments  outside  of  the  natural  ones,  which  should 
be  used  as  far  as  possible,  should  not  be  meaningless  and 
arbitrary,  but  proportionate,  and  suited  where  possible  to 
remedy  the  cause  of  trouble.  If  exact  undoing  or  suit- 
ability is  impossible,  then  something  which  in  itself  will 
be  of  benefit  to  the  child,  or  through  tlie  child's  activity, 
of  benefit  to  others,  is  necessary.  In  cases  wlierc 
financial  reparation  for  wrongdoing  is  possible  and  suit- 
able, children  should  earn  the  money  themselves,  and 
make  the  necessary  reparation. 

Self-activity  in  the  matter  of  conscience  is  the  desired 
end,  and  to  be  encouraged  by  first  giving  cliildren  an  op- 
portunity to  say  for  themselves  what  should  be  the  nat- 
ural and  conscientious  reparation  for  their  wrong  doing. 
The  proper  nature  and  form  of  self-judgmeitl  should  be 
aided  by  the  older  person  where  necessary.  Where  a 
child's  own  ccjnscience  cares  for  such  matters,  nothing 
further  is  needetl  c.\cc|)t  reasoning  and  restraint  in  cases 
of  those  wlio  are  inclined  to  carry  conscieiuiousness  to  in- 
jurious extremes.  .Self-judgmenl.  like  what  may  be  called 
self-choice,  is  the  placing  of  chihfi-en  ujKjn  their  own  re 
sponsibility  where  suitable  and  possible,  and  like  self- 
clioice.  is  a  part  (;f  general  help  toward  self-goverinnenl. 

In   the  matter  of  i)unishnienl   in  general,  tlic  "lilTering 


20  MORAL  1>:D  LCATIUX 

natures  and  stages  of  progress  of  children  must  be  con- 
sidered. Some  whom  no  amount  of  corporal  punishment 
could  influence  to  obey  are  thoroughly  rebuked  by  a  sim- 
ple reproof,  or  may  be  persuaded  by  reasoning,  while 
others,  to  whom  a  reproof  is  nothing,  find  in  corporal 
punishment  the  most  convincing  of  arguments.  As  the 
question  of  general  development  must  touch  punishment 
as  well,  corporal  punishment  must  disappear  as  children 
are  brought  up  by  thinking,  instead  of  by  contention  and 
physical  force.  Prevention  of  wrong  is  the  matter  of 
primary  importance,  and  in  addition  to  proper  teaching 
and  so  forth,  the  employment  of  children's  energies  in 
proper  channels  as  regards  both  work  and  play,  is  a  rem- 
edy of  this  kind. 

It  is  important  that  children  have  nothing  done  for 
them  that  they  can  do  for  themselves.  The  fact  that  at 
the  time  it  is  easier  for  elders  to  attend  to  the  matter 
themselves  than  to  show  children  how  it  should  be  done, 
■it  is  necessary  to  guard  against.  The  little  added  time  and 
trouble  will  more  than  repay  itself — in  this  respect  the 
more  difficult  way  at  the  time  is  the  easiest  in  the  end. 
Children  should  learn  to  wait  upon  themselves  as  far  as 
possible.  Even  as  regards  their  toys,  those  which  they 
can  make  for  themselves  must  through  the  exercise  of 
their  own  ingenuity,  their  self-activity,  add  to  the  pleasure 
taken  in  them. 

As  the  beaten  path  is  the  easiest  to  travel,  beginnings 
should  be  prepared  for,  and  the  foundation  of  good  hab- 
its laid  by  giving  conduct  in  its  various  phases  the  right 
direction  from  the  first.  In  this  way  much  of  moral 
teaching  and  training  is  in  its  place  in  childhood. 

Anxiety,  poorly  directed  efifort,  and  the  consequent 
waste  of  time  and  strength,  should  be  prevented  by  thor- 
ough planning  beforehand,  and  the  seeking  of  instruction, 
from  others  where  there  is  ignorance  of  the  best  method 


MORAL  EDUCATTOX  21 

to  pursue.  In  all  labor,  to  plan  it  is  to  help  to  master 
it  instead  of  being  driven  by  it. 

By  reason  of  the  influence  which  parents  have  with 
children,  it  is  important  that  they  should  see  their  respon- 
sibility in  this  respect  as  in  others — not  only  to  give  chil- 
dren their  necessary  training,  but  in  themselves  to  be  ex- 
amples of  the  virtues  which  they  would  have  their  chil- 
dren cultivate. 

Apparent  laziness  in  children  needs  to  have  its  cause 
sought.  It  may  be  from  lack  of  physical  strength,  lack 
of  a  congenial  form  of  expression  for  their  energies, 
lack  of  proper  training,  faults  of  character,  and  so  forth. 
With  the  uncongenial,  for  example,  children  may  be 
shown  that  even  the  uncongenial  for  a  time  is  often  a 
valuable  discipline,  and  with  a  right  attitude  of  mind,  and 
the  mastery  of  difficulties,  may  be  the  necessary  prepara- 
tion for  what  is  more  congenial. 

It  is  with  some  a  question  as  to  whether  a  child  should 
jje  rewarded  for  doing  what  is  right,  and  if  application 
is  made  from  the  case  with  older  people,  it  is  quite  as 
proper  to  reward  them  as  their  elders,  although  not  in 
every  case  necessary. 

In  dealing  with  some  matters,  simply  the  ignoring  of 
them  is  what  is  needed.  Where  a  repetition  of  any  par- 
ticular conduct  is  not  wished,  a  preventive  measure,  that 
of  not  permitting  the  opportunity,  may  be  used  when 
others  fail.  When  there  is  not  opportunity  for  reasoning, 
as  in  emergency,  the  diversion  of  attention  to  other  mat- 
ters, wdiich  is  employed  with  smaller  children,  is  valuable 
for  older  ones  as  well.  Competition  is  another  means 
which,  in  many  circumstances  may  be  used  to  encourage 
effort.  In  part  of  moral  training,  such  as  with  .some  of 
the  teachings  in  regard  to  manners,  demand  may  be  neces- 
sary, just  as  in  having  a  child  read  a  sentence  properly. 
In  many  cases  in  general,  there  is  little  (hnibt  that  failure 


22  MORAL   RDITATTOX 

to  do  right  comes  not  from  a  love  of  wrong,  or  because 
the  right  is  difficult,  but  because  it  is  not  demanded  or 
expected,  as  well  as  taught  or  suggested. 

While  in  some  teachings  the  right  and  wrong  should 
be  shown,  in  others  it  is  necessary  to  suggest  only  the 
right  conduct. 

It  is  not  desirable  that  all  should  express  good  in  the 
same  way,  but  each  through  his  own  indivi(Kialily. 

The  right  expression  of  esteem,  and  appreciation  of 
children  who  do  well,  should  not  be  neglected. 

The  tendency  to  imitation  must  be  considered — the  fact 
that  children  unconsciously  imitate  or  are  influenced  bv 
others  both  young  and  old,  and  they  need  to  be  taught  to 
choose  that  by  which  they  should  be  properly  influenced, 
and  to  avoid  the  opposite.  This  applies  to  them  equally 
when  they  are  older. 

Until  children  are  old  enough  to  care  for  such  tilings 
of  their  own  accord,  right  companions  should  be  selected 
for  them,  and  a  part  of  their  general  training  consists  in 
helping  them  to  choose  such  for  themselves,  giving  the 
reasons  why. 

Alany  teachings  in  manners  as  well  as  in  other  morals 
need  pantomime  and  play,  just  as  in  ordinary  teaching, 
and  actual  practice  w-here  possible,  as  in  the  proper 
handling  of  articles  at  the  table,  and  so  forth.  This  adds, 
too,  to  the  needed  interest.  If  this  method  were  used  in 
showing  children  how  to  take  medicine,  and  so  forth,  it 
should  tend  to  do  away  wath  some  of  the  difficulty  in 
managing  them  when  they  are  ill. 

Moral  teaching  should  to  some  extent  take  account  of 
moral  and  mental  abnormalities  such  as  lack  of  a  sense 
of  responsibility,  in  practice  as  w-ell  as  theory,  failure  to 
perceive  the  faults  of  self  as  such,  failure  or  refusal  to 
see  the  truth,  and  so  forth.  Such  cases  as  would  require 
special  attention  should  if  possible  have  it.    Some  of  such 


MORAL  EDUCATIOX  23 

apparently  trifling  faults  may  through  neglect  become 
serious  deficiencies  in  after  life.  Moral  teaching,  help 
toward  self-help,  should  guide  toward  general  normal 
standards,  and  the  cultivation  of  a  proper  balance  as  re- 
gards the  physical,  mental  and  moral,  avoiding  that  which 
is  one-sided,  self-centered,  and  so  forth.  It  should  sup- 
ply the  regulative  and  co-ordinating  element  which  should 
make  of  all  a  unity,  a  proper  individuality.  Another  part 
of  such  training  is  to  aid  children  in  using  their  own 
minds  where  there  is  the  tendency  to  be  aimlessly  and 
unreasoningly  influenced  by  the  suggestions  and  opinions 
of  others,  to  aid  in  correcting  possible  faults  of  heredity 
and  environment,  and  wrong  tendencies  in  general. 

The  great  moral  teaching  concerning  moral  teaching 
itself,  is  not  to  carry  it  to  extremes. 

It  is  desirable  that  with  regard  to  both  home  and  school, 
education  should  be  consistent  and  harmonious. 

Owing  to  the  fact  that  children  ordinarily  inherit  their 
natures  from  either  or  both  parents,  and  receive  from 
the  latter  their  early  training,  a  primary  responsibility  for 
their  conduct  rests  with  their  parents.  Outside  of  what 
discipline  is  ordinarily  necessary,  a  teacher's  time,  in  jus- 
tice to  all,  .should  be  infringed  upon  as  little  as  possible 
by  the  necessity  for  giving  correction. 

As  children  grow  older  the  chief  consideration  is  the 
application  and  practice  of  moral  knowledge,  and  the 
appreciation  of  such  as  it  is  found  in  literature,  other  art, 
an  1  hfe.  As  the  duty  of  elders  is  help  toward  self-help, 
self-activity,  self-government,  this  princii)le  applied  to 
the  ])ractice  of  moral  knowledge  would  mean  that  such 
practice,  until  essential  self-activity  is  accomj)lished,  must 
be  through  the  consistent  help  given  by  ciders.  As  said 
elsewhere,  perfect  freedom  of  choice  and  action  should 
be  given  to  children  as  much  as  [)ossible,  explaining  be- 
forehand the  reasons  for  the  requirement,  allowing  them 


24  MORAI.  EDUCATION 

where  necessary,  to  learn  by  harmless  experience  of  re- 
ward and  punishment,  the  truth  of  the  teaching.  Such 
explanation  should  include  all  necessary  ideas,  such  as 
the  nature  of  the  force  of  habit,  and  so  forth.  Insistence 
should  be  needed  only  in  important  matters,  and  when 
placing  them  upon  their  own  responsibility  fails  to  influ- 
ence the  mind  as  it  should.  The  attitude  of  mind  upon 
both  sides  should  be  that  of  confidence,  anrl  except  with 
younger  children,  where  authoritative  teaching  may  be 
.  needed,  should  be  as  free  as  possible  from  the  element 
of  i^ersonal  authority.  As  with  the  individual  in  his  own 
self-help,  the  right  wish,  memory,  perseverance,  or  con- 
sistent continuity,  and  so  forth,  are  needed  by  the  helpers 
in  the  helping  of  others  to  help  themselves. 

The  associated  literature  for  reading  to  children  may 
include  among  other  things : 

Ethics  of  the  Dust. — Ruskm. 

The  Moral  Teachings  of  Science. — Buckley. 

The  works  of  O.  S.  Marden. 

Short  biographies. 

Suitable  fairy  tales  and  other  stories. 

Fables. 

TRUTHFULNESS. 

The  necessity  of  truthfulness  for  the  welfare  and 
stability  of  society  should  be  developed,  and  its  nature 
as  one  of  the  fundamental  elements  of  good  character. 

The  nature  of  the  conditions  for  truthfulness  should 
be  similarly  shown — that  the  mind  should  be  a  pure  me- 
dium for  the  impression  of  truth,  and  that  consequently 
everything  that  clouds  this  medium  should  be  avoided — 
anger,  desire,  cowardice,  prejudice  for  or  against  others, 
prejudice  against  self  in  the  form  of  too  little  self-esteem, 
prejudice  toward  self  in  the  form  of  vanity  or  self-con- 


MORAL  EDUCATION  25 

ceit,  and  so  forth.  Truthfulness  and  honesty  in  mental 
perception  are  of  first  importance. 

The  fact  that  truthfulness,  as  expressed  in  speech  and 
other  conduct,  lies  in  the  impression  that  is  given,  may  be 
developed.  In  this  way  truthfulness  avoids  exaggeration, 
underrating,  deceiving,  misleading,  pretending,  misrepre- 
sentation, misquotation,  inaccuracy  in  statement,  speaking 
of  supposition  or  imagination  as  fact,  and  so  forth. 

There  should  be  truthfulness  not  only  as  regards  others, 
but  truthfulness  as  regards  self. 

If  in  stating  facts  they  cannot  be  recalled  with  exact- 
ness, it  should  be  stated. 

One  part  of  truthfulness  and  honesty  lies  in  frankly 
accepting  just  correction.  Another  part,  somewhat  sim- 
ilar, is  to  acknowledge  honestly  when  one  has  been  fairly 
beaten  at  any  game  or  trial  of  skill. 

When  a  person  is  truthful  his  whole  character  should 
correspond. 

As  the  kee])ing  of  promises  is  a  part  of  truthfulness, 
it  follows  that  a  promise  should  not  be  made  unless  there 
is  a  definite  determination  to  keep  it,  the  only  prevention 
being  a  circumstance  or  circumstances  beyond  the  power 
of  the  promiser. 

Truthfulness  regarding  jjromises  requires  their  fulfill- 
ment according  to  the  impression  which  is  clearly  under- 
stood by  all  concerned. 

They  are  not  binding  where  their  fullillment  is  after- 
ward found  to  be  unlawful  or  impossible;  where  exi)ccta- 
tion  is  not  aroused  directly  by  the  ])erson  promising,  as 
where  one  per.son  si)eaks  to  another  in  regard  to  doing 
something  for  a  third  person;  or  where  made  upon  false 
representations  made  by  another. 

If  a  promise  cannot  be  ke])t,  word  slionid  be  >ent  as 
soon  as  possible  to  prevent  disappointment. 

The  nature  of  the  natural  and  other  puni>iinieiil  <ii"  un 


26  MORAL  KDUCATTO.V 

truthfulness  should  be  developed — that  an  untruthful  per- 
son may  not  be  believed  even  when  he  speaks  the  truth, 
and  so  may  suffer  injury,  and  also  that  his  untruthfulness, 
in  injuring  social  relations,  may  injure  others'  welfare  as 
well  as  his  own.  The  reward  may  be  shown  in  the  gen- 
eral welfare,  including  his  own. 

In  dealing  with  untruthfulness  in  children,  the  natural 
method  may  be  used  to  teach  a  lesson  when  necessary, 
but  not  used  longer  than  is  needed.  The  immaturity  of 
children  must  be  allowed  for,  and  they  should  not  be  held 
too  strictly.  Sometimes  to  overlook,  sometimes  simply 
to  speak  of  the  matter,  is  what  is  needed.  The  encour- 
agement of  untruthfulness  through  fear  of  punishment 
should  be  avoided.  Children  who  are  untruthful  from  an 
excess  of  imagination  should  be  guided  through  a  course 
of  reasoning,  not  only  to  prove  the  wrong,  but  to  cultivate 
the  reasoning  faculties.  Such  a  fault  often  belongs 
chiefl}  to  childhood.  Where  the  defect  is  hereditarv,  or 
a  persistent  factor,  it  should  be  given  more  especial  at- 
tention. 

To  protect  the  truthful  from  being  taken  advantage  of 
by  the  unprincipled,  it  should  be  that  under  ordinary  cir- 
cumstances, when  a  person  asks  an  impertinent  question 
he  forfeits  the  right  to  an  answer,  and  in  such  a  case  the 
truthful  person,  in  replying  that  he  is  not  at  liberty  to 
speak,  or  in  taking  any  other  proper  way  out  of  the  diffi- 
culty, should  not  be  understood  as  being  either  affirmative 
or  negative.  There  are  times,  such  as  when  truth  must 
be  delayed,  when  to  speak  it  prematurely  might  injure  the 
welfare  of  others  or  self.  Reticence  should  with  truth- 
fulness best  protect  rights  and  promote  general  welfare. 
Truthfulness,  like  kindness  and  various  other  virtues, 
requires  discretion.  Untruthfulness  and  so  forth  may 
be  seen  as  accompaniments  of  primitive  conditions. 


MORAL  F.DL'CATION  27 

JUSTICE  TOWARD  ^rATERIAL  PROPERTY. 

Proceeding  from  the  material  to  the  immaterial,  from 
the  concrete  to  the  abstract,  the  nature  of  honesty  or  jus- 
tice toward  the  material  property  of  others  is  considered 
first,  and  as  fundamental  to  it,  the  foundation  of  the 
right  to  material  property  is  made  the  primary  subject : 

A  person  has  an  equal  right  with  others  to  what  is  free 
to  all.  as  for  instance,  to  that  which  grows  wild. 

To  what  by  physical  or  mental  labor  he  has  earned. 

To  what  by  gift,  fair  exchange,  or  inheritance  through 
will  or  by  law.  he  may  receive,  and  so  forth. 

Though  possession  may  have  been  accorded  those  who 
have  acquired  property  through  lack  of  a  known  pos- 
sessor, it  should  be  restored  to  the  rightful  owner  should 
the  latter  afterward  become  known,  and  the  other  receive 
whatever  compensation  i.S'  due. 

The  nature  of  honesty  should  be  developed — that  in  all 
transfers  of  material  property,  great  or  small,  the  full 
knowledge  and  free  and  unforced  consent  of  the  owner 
are  necessary. 

Justice  forbids  obtaining  property  by  violence,  or  by 
any  form  of  cheating,  deceiving,  false  pretense,  untruth- 
fulness, and  so  forth,  or  by  taking  advantage  of  any  form 
of  mental  incapacity,  by  api)ealing  to  weak  points  of 
character,  or  by  using  any  form  of  mental  influence,  thus 
obtaining  consent  by  psychical  force,  which  constitutes 
a  .sort  of  psychical  robbery. 

Honesty  requires  that  no  one  should  accept  more  than 
is  due  when  owefl.  except  in  case  of  gift,  nor  give  les.s 
than  is  due. 

In  cases  where  a  strict  ecjuity  is  impossible,  then  some- 
thing more  than  justice  should  be  given  to  others,  but  not 
less. 


2^  MORAL   l-:i)UCATl()N 

Jubtice  and  honesty  f(M-I)i(l  the  a(hilteration  of  food- 
stufis.  the  imitation  of  genuine  wares,  and  so  forth. 

It  forbids  the  defacing  or  other  injuring  of  another's 
projierty,  inchuHng  borrowed  and  rented  property. 

With  l)orro\ved  or  rented  proi)erty  the  necessary  deteri- 
oration is  uni'.erstood.  Loss  l)eyon(l  that  agreed  upon  is 
pai  1  by  the  borrower. 

In  regard  to  borrowed  i')roperty  of  any  kind,  as  to  which 
there  are  no  definite  terms  of  agreement,  all  failure  to 
return  it  affects  the  lender  in  the  end  precisely  as  though 
the  motive  upon  the  part  of  the  borrower  had  been  wrong 
so  that  care  .should  be  given  to  returning  all  borrowe;) 
articles  as  promptly  as  possible.  Discriminating  honest}- 
in  this  matter  demands  that  with  such  articles  the  obliga- 
tion in  regard  to  them  stands  until  their  actual  return. 
In  case  of  the  death  of  the  borrower  the  obligation  to 
return  the  article  borrowed  rests  with  any  who  know 
of  the  fact  of  the  loan,  if  it  has  not  been  specified  by  the 
Ijorrower,  and  who  have  the  power  to  do  so,  to  see  that 
the  obligation  is  fulfilletl.  \'ice  versa,  if  the  lender  dies, 
the  borrowed  article  should  be  returned  to  the  lender's 
heirs  or  assignees. 

In  returning  lost  property  an  honest  person  will  not 
seek  to  be  paid  for  his  honesty.  When,  however,  the 
restoration  of  lost  property  involves  the  outlay  of  money 
or  of  valuable  time  upon  the  part  of  the  restorer,  it  then 
becomes  the  duty  of  the  owner  to  repay  it  fully.  Lhiless 
w  hat  is  restored  is  not  of  great  value,  it  is  at  all  times 
suitable  for  the  owner,  if  he  wishes,  to  give  the  restorer 
some  token  of  his  appreciation.  accorcHng  to  circum- 
stances. 

The  natural  punishment  to  the  wrongdoer,  in  offenses 
against  material  property,  the  necessary  self-protection  of 
society,  the  necessary  reparation,  and  so  forth,  should  be 
shown. 


.MORAI.  KDLXATIOX  29 

Justice  toward  life,  health  an.l  person. 

Tlie  necessity  and  various  aspects  of  justice  and  kind- 
ness toward  the  Hfe  of  others  should  he  developed — to 
abstain  from  taking  life,  to  save  life,  and  so  forth. 

The  same  may  be  done  in  connection  with  duties  toward 
the  health  and  tiie  person  of  others — to  abstain  from  in- 
juring and  to  aid  in  promoting  welfare.  Applications 
should  be  made,  and  reward  and  forms  of  punishment 
and  reparation  shown. 

Justice  toward  immaterial  property. 

The  difference  in  the  nature  of  material  and  immaterial 
property,  between  physical  and  spiritual  possessions, 
.should  be  developed,  and  then  should  be  shown  the  neces- 
sity for  the  same  justice  and  kindness  as  obtains  with 
material  possessions,  toward  the  immaterial  possessions 
of  others — character,  reputation,  original  ideas,  feelings, 
harmless  personal  affairs  which  are  (Hstinctly  their  own. 
and  so  forth. 

From  the  observation  and  consideratioivof  instances  of 
both  good  and  bad  character,  the  necessity  of  good-will 
and  good  character,  individually  and  generally,  for  the  in- 
dividual and  general  good  and  hap])iness,  may  again  be 
brought  to  notice,  with  the  fact  that  good  character  is  one 
of  the  most  valuable  possessions. 

The  consequent  duties  of  kindness  and  justice  to  the 
character  of  others  should  be  developed,  and  the  (huies 
toward  the  character  of  self  as  regards  that  of  others. 

By  reason  of  the  force  of  example  and  intluence.  one 
of  the  first  duties  toward  the  character  of  others  is  for 
each  to  strive  toward  what  is  right  in  his  own  conduct, 
and  to  abstain  from,  and  so  help  others  to  abstain  from, 
all  that  might  injure  character.  .\s  fundamentally  no  one 
but  self  can  injure  the  character  of  self,  each  being  made 
better  or  worse  by  his  own  chf)icc  and  will,  the  aiding  of 


30  MURAL  KD U CATION 

the  good  character  of  others,  and  the  abstaining  from 
anything  that  might  injure  it.  is  here  understood  in  the 
sense  of  help. 

As  heredity  as  well  as  environment  is  a  factor  in  life, 
parents  in  bequeathing  to  children  a  tendency  to  good 
character,  aid  them. 

The  good  character  of  others  is  helped  b}-  appeals  made 
to  good  instead  of  evil  qualities;  by  avoiding  everything 
that  weakens  the  power  of  resisting  wrong,  that  arouses 
wrong  or  injurious  thoughts  and  feelings,  that  blunts  the 
moral  sense,  that  holds  up  to  ridicule  or  contempt  that 
which  is  good,  that  looks  lightly  and  carelessly  upon 
wrong.  Further  justice  and  kindness  toward  the  charac- 
ter of  others  is  the  holding  up  of  good  example,  the 
strengthening  of  the  power  of  resistance  to  evil,  the  arous- 
ing of  right  thoughts  and  feelings,  the  cultivation  of  the 
moral  sense,  the  holding  up  to  admiration  that  which  is 
worthy,  and  so  forth. 

According  to  the  theory  as  to  unconscious  inHuence.  the 
presence  of  those  who  are  lacking  in  good  principles 
should  be  avoided  by  the  }oung.  who  should  be  taught  to 
seek  the  company  of  the  good,  and  keep  themselves  within 
the  radius  of  their  influence.  Sometimes  an  injury  of 
such  a  kind  may  be  partial,  as  where  a  person's  freedom 
to  do  what  is  right  would,  under  circumstances  beyond 
his  control,  be  handicapped  by  the  character  of  others. 
As  books  form  a  society  in  themselves,  the  same  rule  ap- 
plies to  them — the  right  kind  should  be  selected  for  chil- 
dren until  they  are  able  to  choose  such  for  themselves. 
Through  first  acquaintance  with  good  ideals  there  should 
tend  to  be  a  distaste  for  the  opposite.  The  same  rules 
apply  to  other  forms  of  art. 

Another  wrong  to  be  avoide-1-  in  regard  to  the  char- 
acter of  others  is  tempting  them  to  do  wrong  through 
bribery  or  reward  f(jr  wrongdoing. 


-MORAL   LUUCATIOX  31 

To  indulge  in  various  injurious  emotions  is  under  some 
circumstances  to  call  forth  the  same  in  others,  and  so  be 
a  cause  of  harm  to  all  concerned.  This  is  particularly 
true  with  regard  to  anger. 

The  distinction  between  character  and  reputation  it  is 
necessary  to  develo]:) — one  is  what  a  person  really  has,  the 
other  is  what  he  is  supposed  to  have;  The  two  should 
correspond,  but  if  there  must  be  a  difference,  the  charac- 
ter should  be  the  better  of  the  two. 

It  should  be  shown  that  although  a  person's  character 
may  be  of  the  best,  and  his  actions  prompted  by  the  best 
of  motives,  he  owes  himself  a  (hity  in  caring  for  his  repu- 
tation, as  great  injustice  may  be  done  him  through  his 
ignorance  of  the  risk  he  takes — he  should  avoid  the  ap- 
pearance of  wrong. 

The  duties  of  kindness  and  justice  toward  the  reputa- 
tion of  others  may  be  developed — that  no  wrong  should  be 
spoken  of  others  except  where  necessary  to  promote  social 
welfare,  or  the  good  of  the  offender;  to  protect  ignorance 
and  weakness ;  and  only  to  such  persons  and  in  such  a  way 
as  is  consistent  witli  these  ends.  It  should  not  be  spoken 
from  an  insufficient,  a  malicious,  or  otherwise  bad  motive 
With  this  may  be  repeated  the  teaching  that  no  one  should 
speak  as  true  of  others  that  which  is  not  true,  or  that 
which  he  does  not  know  to  be  true.  If  to  illustrate  a  mat- 
ter, the  affairs  of  others  must  be  referred  to,  it  should 
Ije  in  a  general  way.  without  specifying  as  to  the  person. 

Wrong  motives  should  not  be  causelessly  assigned  tn 
the  actions  of  others.  This  applies  to  individual  opinion 
equally  with  publicly  e.xprcssed  opinion.  Judgment  in  pri- 
vate life  and  in  small  matters  should  be  guided  by  the 
same  justice  and  mercy  that  is  required  in  ]niblic  atVair-^. 
Caretidness  not  to  misjudge  is  necessary  also  for  the 
reason  that   ri  person  m;i\-  hv  ahsohitcly   right    when  nii-^ 


^^2  MORAL    l':i)LC.\  TKJX 

judged,  but  may  not  explain  himself  because  to  do  so 
would  necessitate  his  speaking  ill  of  others. 

The  unkinrl  holding  u])  of  others  to  ridicule  is  an  in- 
justice, for  some  of  that  which  may  seem  ridiculous  is, 
when  properly  seen,  a  matter  for  sympathy  instead  of  the 
reverse.  Unless  obviously  harmless,  ridicule  is  often  an 
insult  to  those  who  do  not  deserve  it. 

Taking  property  rights  and  the  law  of  kindness  from 
the  concrete  to  the  abstract,  then,  as  regards  harmless 
personal  affairs,  idle  curiosity  would  be  the  seeking  to 
appropriate  such  property  of  others  by  force. 

Gossip  which  is  inconsiderate  of  such  rights  would  be 
the  disposal  of  another's  immaterial  property  without  his 
consent.  In  addition,  according  to  the  theory  of  telep- 
athy, any  unjust  or  unkind  gossip  about  or  criticism  of 
others  would  be  unconsciously  known  by  the  latter,  and 
so  be  a  cause  of  ill-feeling  and  inharmony,  even  influenc- 
ing conduct.  Then,  according  to  the  theory  of  mental 
suggestion,  harmful  and  unkind  thoughts  of  others  would 
act  similarly  upon  self. 

Interference  with  the  attairs  of  others,  except  for  their 
recognizable  good,  and  in  emergency,  or  with  the  young 
and  ignorant,  would  likewise  be  a  violation  of  personal 
rights.  r 

\'arious  forms  of  justice  and  kindness  toward  the  ma- 
terial welfare  of  others  may  be  developed — not  to  mter- 
fere  with,  but  to  aid,  and  so  forth. 

The  same  may  be  done  in  regard  to  duties  toward 
the  -happiness  of  others.  It  should  be  shown  that  no  one 
should  seek  his  happiness  at  the  expense  of  that  of 
others — that  reciprocity  is  necessary. 

The  injury  to  individual  and  general  welfare,  and  the 
natural  and  other  punishment  of  offenders  against  the 
character  of  others  should  be  sliown.  and  the  same  of 
offenders   against   the   reputation   and   other   immaterial 


MORAL  EDUCATION  33 

rights  of  others.  With  some  of  the  sHght  offenses  against 
immaterial  rights,  it  may  be  shown  that  the  punishment 
is  what  may  be  termed  an  immaterial  one,  and  the  repara- 
tion, such  as  apology,  the  same. 

MISCELLANEOUS. 

The  following  teachings  may  be  developed,  their  value 
and  necessity  considered,  and  applications  made : 

"Thou  shalt  love  thy  neighbor  as  thyself." 

"Xot  that  which  goeth  into  the  mouth  deliletii  a  man  ; 
but  that  which  cometh  out  of  the  mouth,  this  detileth  a 
man.'' 

"Cast  out  the  beam  out  of  thine  own  eye ;  then  shalt 
thou  see  clearly  to  cast  out  the  mote  that  is  in  thy  broth- 
er's eye." 

"But  seek  ye  first  the  kingdom  of  God  anel  his  right- 
eousness; and  all  these  things  (food,  clothing,  and  so 
forth  )  shall  be  added  unto  you." 

"When  thou  doest  alms,  let  not  thy  left  hand  know 
what  thy  right  hand  doctli." 

He  that  is  faithful  in  few  things  is  worthy  to  be  made 
ruler  over  many  things. 

"In  honor  preferring  one  another." 

"Love  worketh  no  ill  to  his  neighbor:  therefore  love 
is  the  fulfilling  of  the  law." 

"He  that  is  slow  to  anger  is  better  than  the  mighty  ; 
and  he  that  ruleth  his  spirit  than  he  that  taketh  a  city." 

"Before  destruction  the  heart  of  man  is  haughty,  and 
before  honor  is  humility." 

"Whoso  diggeth  a  pit  shall  fall  therein." 

"Let  another  man  praise  thee,  and  not  thine  own 
mouth." 

"Overcome  evil  with  good." 

"Keep  thy  heart  with  all  diligence,  for  out  of  it  are 
the  issues  of  life."     "As  a  man  thinketh  in  his  heart,  so 


34  MORAL  EDUCATION 

is  he."  The  meaning  of  these  should  be  developed — that 
thought  is  conduct,  and  tending  to  express  itself  in  ac- 
tion, is  the  source  of  speech  and  other  conduct,  and  there- 
fore of  fundamental  importance.  In  this  connection  the 
meaning  of  such  teachings  as  "He  tliat  hateth  his 
brother  is  a  murderer,"  should  be  shown,  and  also  the 
similar  wrong  of  anger,  envy,  jealousy,  greed,  covetous- 
ness,  revenge,  ill-temper,  hurry,  worry,  fear,  sensuality, 
and  so  forth,  and  that  in  addition,  such  emotions  may  be 
a  physical  injury  as  well.  It  may  be  shown,  however, 
that  certain  phases,  as  of  fear,  for  example,  are  valuable 
in  early  stages  of  development,  as  a  safeguard  to  prevent 
injury  to  ignorance,  and  so  forth. 

Other  faults  to  be  avoided  are  such  as  flattery,  conceit, 
sarcasm,  egotism,  meanness,  and  so  forth. 

"Do  unto  others  as  you  would  have  others  do  unto 
you."  The  fact  of  dififering  tastes  must  in  some  cases 
be  recognized  in  connection  with  the  golden  rule. 

"Know  thyself."  The  first  and  most  important  of 
criticisms  is  the  criticism  of  self. 

In  small  matters  which  are  not  touched  upon  by  public 
justice  there  should  not  be  the  spirit  of  revenge. 

Among  examples  of  what  may  be  called  practical  moral 
maxims  the  following  are  given,  and  to  them  others  may 
be  added  by  children  or  teacher : 

"Be  just  before  you  are  generous." 

"Least  said,  the  soonest  mended." 

"Duty  before  pleasure." 

"Penny  wise  and  pound  foolish." 

"Well  done  is  twice  done." 

"Actions  speak  louder  than  words." 

"Practice  makes  perfect." 

"Imitation  is  the  sincerest  form  of  flattery."  This  may 
1  e  applied  to  conduct  in  the  sense  that  it  is  better  to  do 
right  than  to  praise  others  for  doing  right. 


MORAL  EDUCATION  35 

"Planning  is  half  the  battle."  It  is  well  to  do  work 
first  in  the  mind,  and  then  outwardly.  With  planned 
work  time  and  energy  are  used  to  the  greater  advantage 
of  all  concerned. 

"New  occasions  teach  new  duties."  The  mind  should 
be  open  to  the  facts  of  development  and  progress,  individ- 
ual and  social,  avoiding  the  extremes  of  being  either 
rashly  radical  or  rashly  conservative.  There  should  be 
care  in  establishing  precedent,  even  in  slight  matters — in 
making  a  new  move  its  possible  results  should  be  con- 
sidered. On  the  other  hand,  to  depend  upon  precedent  in 
everything  is  to  fail  to  progress.  Machinery,  for  ex- 
ample, which  was  at  first  looked  upon  as  an  enemy  of 
industry,  is  now  seen  as  a  necessary  helper. 

"A  stitch  in  time  saves  nine."  An  injury  should  be 
remedied  as  soon  as  possible  in  order  to  prevent  its  effects 
from  spreading  and  causing  more. 

Nothing  that  should  be  done  today  should  be  put  off 
until  tomorrow,  and  that  which  belongs  wholly  to  to- 
morrow should  not  be  done  today. 

The  necessity  of  the  avoidance  of  acting  from  caprice, 
or  with  no  definite  motive,  or  carelessly,  should  be  de- 
veloped— that  such  conduct  may  be  as  injurious  in  its 
effects  as  though  the  motive  were  injurious.  The  person 
who  forgets  to  return  borrowed  property  robs  the  owner 
in  effect,  if  not  in  motive.  The  person  who  carelessly 
places  an  article  where  it  is  liable  to  meet  with  injury,  as 
on  or  near  the  edge  of  a  table,  has  a  share  in  the  re- 
sponsibility if  it  is  broken  by  being  brushed  off  by  some 
one  in  passing.  In  the  same  way.  the  person  who  piit> 
or  leaves,  if  another  has  left  it,  an  unlightcd  or  smoulder- 
ing match,  or  anything  of  the  kind,  where  it  runs  any 
risk  of  doing  harm,  is  much  to  blame  for  any  wrong  con- 
sequences. It  should  be  shown  that  the  pointing  of  tire 
arms  under  any  circumstances  is  a  similar  risk,  and  an 


36  MURAL   l-:ULLAriUN 

offense  against  ordinan-  law.  Unnecessary  risk  should 
be  distinguished  from  that  which  is  necessary — there  are 
times  for  the  latter,  in  business  matters,  in  caring  for  the 
lives  of  others,  and  so  forth.  A  variety  of  applications 
should  be  made. 

It  should  be  shown  that  ignorance,  as  well  as  wrong 
motive  or  thoughtlessness,  may  be  a  cause  of  wrong,  in- 
dividual or  social. 

\\'hen  old  enough,  children  should  be  taught  right 
principles  to  guide  them  in  regard  to  the  earning,  spend- 
ing and  saving  of  money,  giving  them  their  choice  where 
it  will  do  no  harm,  and  letting  them  abide  by  it.  This 
teaching  should  include  that  of  the  fact  that  capital  de- 
pends upon  savings  as  well  as  upon  earnings.  The  neces- 
sity of  such  teaching  should  be  shown — its  nature  as  a 
preventive  measure,  a  help  toward  self-help,  and  so  forth. 
Proper  instruction  beforehand,  as  to  the  desirability  or 
undesirability  of  a  particular  course  of  conduct  should 
be  given  here  as  in  other  circumstances. 

With  both  good  and  ill  fortune  the  cause  should  be 
sought,  and  what  is  learned  profited  by. 

As  sense  of  proportion  is  needed — what  is  compara- 
tively unimportant  should  not  hinder  what  is  of  more 
real  importance. 

Duties  in  connection  with  the  matter  of  habit  should 
include  that  of  making  beginnings  in  the  right  direction, 
of  not  permitting  habit,  in  unimportant  things,  to  inter- 
fere with  adaptability,  and  so  forth. 

The  need  of  not  only  kindness  but  the  sense  of  duty 
or  obligation,  not  only  love  but  equity,  may  be  taught. 
This  is  expressed  in  "Thou  shalt"  and  "Thou  shalt  not." 
Harm,  may  come  from  faults  of  both  omission  and  com- 
mission. 

The  need  of  meeting  emergencies  wath  proper  rea.son- 


MORAL  EDUCATION  37 

ing  and  consideration  instead  of  with  injurious  emotion, 
should  be  shown. 

The  necessity  of  both  work  anrl  recreation  should  be 
developed. 

The  wrongness  of  profanity  ma)'  be  shown.  It  is 
wrong  not  only  because  possibly  ofifensive  to  others,  but 
as  the  expression  of  wrong  thought  or  suggestion,  and 
so  forth. 

From  the  fact  that  manual  and  mental  labor  promote 
the  welfare  of  society  and  the  individtial.  it  should  be 
shown  that  to  obtain  money  through  the  element  of 
chance  is  a  failure  to  do  justice  toward  society  and  self. 

The  nature  and  necessity  of  the  following  qualities 
may  be  developed,  and  many  varied  applications  made. 
In  connection  with  many  of  them  it  may  be  shown  how 
their  being  carried  to  extremes  should  be  avoided — how 
they  are  me^ns  between  extremes.  Courage,  for  exam- 
ple, is  a  mean  between  rashness  and  cowardice.  Re- 
wards and  ])iuiisliments  as  regards  personal  and  general 
welfare  should  be  shown. 


Love 

Moderation 

Faith 

Prudence 

Humility 

Economy 

Kindness 

Discretion 

Magnanimity 

Reasonableness 

Charity 

judgment 

Forgiveness 

Courage 

Humanity 

Moral  courage 

Good-will 

I  leroism 

Sympathy 

Independence 

(Gentleness 

Integrity 

Patience 

Incorruptibility 

Obedience 

Impartiality 

Peaceablepess 

Decision 

3R 


MORAL  EDUCATION 


I  lope 

Generosity 

Thought  fulness 

Considerateness 

Courtesy 

Attention 

Accuracy 

Order 

System 

Thoroughness 

Carefulness 

Punctuality 

Promptness 

Perseverance 

Industry 

Thrift 

Cleanliness 


iMrmncss 

Self  control 

Justice 

Honesty 

Equity 

Self  respect 

Helpfulness 

Self-helpfulness 

Resourcefulness 

Capability 

Executive  ability 

The  sense  of  duty  or  obligation 

The  eense  of  responsibility 

Faithfulness 

Conscientiousness 

Trustworthiness 

Efficiency 

To  the  above  virtues  are  added  those  of  social  purity 
and  abstinence  from  alcohol.     Physical  and  other  injury 
to   the   individual,   and   to  the   rights   and   happiness  of 
others — the  interference  with  and  destruction  of  normal 
social    relationships    and    conditions,    in    social    impurity 
and  in  the  use  of  alcohol,  should  be  taught. 
Examples  of  extremes  in  a  general  way  are : 
Of  decision — obstinacy  and  vacillation. 
Of  economy — spendthrift  tendencies  and  avarice. 
Of  industry — strenuousness  and  indolence. 
Of  peaceableness — quarrelsomeness   and  cowardice. 
In  making  application  of  promptness,  the  return  of  bor- 
rowed property,  the  payment  of  obligations,  and  so  forth, 
should  be  included. 

The  fact  that  indolence  may  be  mental  or  moral,  as 
well  as  physical,  should  be  shown. 

In  the  teachings  of  good-will,  the  avoidance  of  pride, 


^rORAT.  EDUCATTOX  30 

envy,  and  so  forth,  are  to  he  inirhi  le  !.      There  i>,  how- 
ever, a  right  kind  of  pride — that  which  avoids  wrong. 

In  connection  with  the  teacliing  of  independence  slioul  ! 
he  taught  the  nature  of  social  interdependence. 

The  principle  of  economy  should  include  the  avoidance 
of  wastefulness,  of  using  unnecessarily  ;  it  should  include 
the  using  to  the  greatest  advantage,  and  so  forth. 

In  making  application  of  moderation,  that  to  health 
should  be  made,  and  the  fact  developed  that  to  a  great 
extent  lack  and  excess,  or  extremes  in  various  directions, 
are  a  cause  of  injury — in  work,  in  play,  in  exercise,  in 
eating,  drinking,  heat.  cold,  and  so  forth.  Self-protection 
from  infectious  and  contagious  diseases — self-activity  in 
preventing  illness  in  general,  it  may  be  added  here,  should 
with  other  forms  of  self-protection,  be  taught  to  children. 
Such  principles  as  preventing  disease  as  a  habit,  through 
avoiding,  as  far  as  possible,  its  beginning  and  continuance, 
and  the  avoiding  of  risk  in  these  matters,  should  be  in- 
cluded. Carelessness  in  regard  to  illness  threatens  the 
general  welfare  of  others  as  well  as  of  self. 

In  the  teaching  of  kindness  should  be  that  toward  ani- 
mals— their  proper  treatment,  housing,  feeding,  without 
foolish  extremes,  and  so  forth.  Where  possil)le,  gentle- 
ness in  speaking  to,  and  in  leading  or  driving  horses  and 
cattle,  for  example,  should  have  practical  exercise.  l"V)r 
animals  in  captivity,  the  a])proximation  to  natural  condi- 
tions in  various  ways,  and  freedom  Ironi  annoyance,  are 
a  part  of  kindness  toward  them.  Much  of  the  fear,  ap- 
parent ill-temper,  or  other  defect  of  some  animals,  may 
come  from  a  general  fear  of  the  imknown  common  to 
undeveloped  minds,  or  from  ill-treatment,  and  kindness 
and  gentleness  are  needed  to  have  confidence  and  better 
feeling  on  the  part  of  all  concerned.  Xot  only  does  kind- 
ness apply  to  the  larger  animals,  but  to  the  smallest  ones, 
and  to  insects.    Thev  should  not  be  unneces.sarily  injured. 


40  MORAL  EDUCATION 

In  connection  with  the  general  duty  of  kindness  is  that 
of  the  proper  return  of  kindness.  Another  element  to  be 
considered  is  that  of  disinterestedness. 

In  the  matter  of  moral  practice  the  relation  of  the  will 
to  reason  and  emotion  should  be  shown — that  it  is  the 
executive  power — that  morality  lies  in  the  execution  of 
moral  knowledge. 

As  helps  in  practice  the  following  teachings  may  be 
-given  and  applications  made : 

If  anything  that  is  right  is  to  be  done,  the  one  sure  way 
to  know  whether  it  can  be  done  is  to  try. 

In  attending  to  a  duty,  facts  that  should  be  a  matter  of 
certainty  should  not  be  taken  for  granted. 

Except  for  good  reasons  otherwise,  what  is  undertaken 
should  be  finished. 

There  should  be  the  right  attitude  of  mind  toward  fail- 
ure— if  an  accomplishment  is  right  and  possible,  failure 
should  mean  the  seeking  of  its  cause,  and  another  trial. 

A  strong  will,  Hke  any  other  force,  should  be  used  and 
regulated  in  right  channels,  in  order  not  to  injure  self  or 
others. 

Strength  of  character  should  not  become  obstinacy. 

Wherever  possible,  it  should  be  proven  or  made  clear  to 
children  through  their  personal  practice  that  the  disagree- 
ableness  of  any  particular  duty,  great  or  small,  lies  to 
some  extent  in  the  thoughts  of  dislike  or  disagreeableness 
concerning  them.  From  the  fact  that  thought  tends  to  ex- 
press itself  in  action,  the  right  attitude  of  mind  toward  a 
duty  should  be  developed — that  it  should  not  be  thought 
of  beforehand  as  being  disagreeable  or  difficult.  Such 
preliminary  thought  must  give  the  element  of  disagree- 
ableness before  as  w-ell  as  during  its  execution,  and  the 
opposite  attitude  of  mind  tend  similarly,  through  sug- 
gestion, to  make  the  matter  more  agreeable  both  before 
and  after  undertaking  it. 


MORAL  EDUCATION  41 

In  cultivating  any  good  quality,  in  correcting  a  fault, 
or  in  making  any  form  of  self-improvement,  the  mind 
should  be  kept  fixed  upon  the  matter,  when  required,  as 
is  done  in  learning  a  piece  of  music.  As  with  the  latter 
each  note  is  played  slowly,  with  attention,  until  all  can, 
with  little  conscious  efifort,  be  played  as  it  should  be,  so, 
similarly,  each  occasion  for  the  exercise  of  the  particular 
form  of  good  conduct,  or  other  form  of  personal  im- 
provement wished,  should  be  cared  for  at  each  oppor- 
tunity, consciously  or  voluntarily  doing  the  desired  way 
until  the  latter  is  done  unconsciously,  accomplishing  with 
ease  the  end  sought. 

In  the  care  of  character  vigilance  is  necessary  as  else- 
where. One  man  may  conquer  a  number  of  weaker  ene- 
mies by  meeting  them  singly,  and  even  a  weak  will  should 
both  strengthen  itself  and  conquer  wrong  by  suppressing 
each  injurious  thought  as  it  appears  in  the  mind.  A 
single  such  thought  it  is  easy  to  conquer,  but  if  it  is  har- 
bored it  makes  the  way  easier  for  others,  whose  conquest 
is  correspondingly  more  difficult.  To  su])press  by  substi- 
tuting the  o])posite  kind  of  thought  gives  the  mind  a 
start  in  the  right  cHrection,  and  where  this  is  difificult.  a 
a  help  toward  it  is  suppression  by  diversion — directing 
the  mind  to  some  object  of  ab.sorbing  interest  which  is 
harmless.  In  the  correcting  of  faults  it  is  necessary  to 
give  the  matter  proper  reasoning  Ijcforehand.  To  act 
upon  momentary  impulse  may  not  give  resolution  the 
force  and  depth  for  persistence.  After  the  resolution  is 
once  made,  the  good  should  be  obeyed  without  thought 
or  hesitation.  In  regard  to  good  resolutions  in  general  it 
should  be  developed  that  it  is  not  the  first  of  the  week  or 
the  first  of  the  year  that  is  the  time  to  begin  to  put  them 
into  i)ractice — that  now  is  always  the  oik-  best  time.  Tlie 
present  moment  is  the  one  oi)portunity  tliat  is  possessed — 
that  is  actually  within  each  person's  power. 


42  MORA  I.  EDUCATTOX 

r.h:AL"!A'. 

"We  require  from  buildings  as  from  men,  two  kin:!s 
of  goodness  ;  first  the  doing  their  practical  duty  well :  then 
that  they  be  graceful  and  pleasing  in  doing  it ;  which  last 
is  in  itself  another  form  of  duty." 

The  duty  of  beauty  is  one  of  the  secondary  or  minor 
moral  duties — conduct,  and  accomplishment  or  work, 
should  be  primarily  good  or  useful,  and  secondarily 
pleasing. 

For  the  reason  that  some  of  the  ideas  connected  with 
the  teaching  of  manners  cannot  be  developed  without  an 
understanding  of  beauty  as  a  duty,  the  teaching  of  the 
latter  is  made  prior  to  that  of  manners. 

Through  the  guiding  of  observation  upon  examples  of 
what  is  beautiful  and  pleasing,  and  what  is  otherwise, 
with  the  reasons  why.  to  children's  minds,  it  is  so,  the 
duty  of  beauty  may  be  developed.  However,  as  there  is 
much  of  beauty  that  is  not  explainable,  this  must  neces- 
sarily be  taken  into  consideration. 

The  beauties  of  nature,  from  the  minute  to  the  sublime. 
and  the  beauties  of  the  works  of  man,  may  be  brought  to 
their  observation- — in  their  original  forSn  where  possible, 
and  by  means  of  pictures  otherwise.  Beauty  in  the 
minute  may  be  shown  by  means  of  the  microscope,  the 
examples  being  snow-crystals,  butterflies'  wings,  and  so 
forth. 

Beauty  in  moderation,  as  a  form  of  kindness,  it  may 
be  developed,  should  extend  from  within  outward — be- 
ginning with  the  mind,  it  should  express  itself  in  the 
proper  care  of  the  body,  dress,  manner,  immediate  sur- 
roundings, buildings,  cities,  and  so  forth. 

The  beauty  which  is  inward,  and  that  which  is  the  re- 
sult of  personal  endeavor  and  care,  are  better  than  th^ 
outward    beautv    which    is    without    them.      The   beautv 


MORAL  EDUCATIOX  4J 

which  is  in  personal  power  is  that  which  cannot  fa  'e. 
Culture  as  a  whole  means  that  of  the  entire  personality — 
physical,  mental,  and  moral. 

Cleanliness,  neatness  and  order  are  a  part  of  beauty. 
Dirt  and  disorder  are,  however,  excusable  where  neces- 
sary or  unavoidable.  With  these  matters,  as  with  other 
forms  of  good,  there  must  be  the  warning  not  to  abuse 
or  misuse  them — care  must  be  taken  not  to  go  to  an  ex- 
treme and  make  a  tyranny  of  order  and  cleanliness,  a 
power  for  contention  and  discomfort  instead  of  welfare. 

Harmony,  simplicity,  and  the  variety  and  adornment 
which  avoid  over-elaboration,  are  important  elements  of 
beauty.  In  dress  and  surroundings,  an  unrelated  com- 
bination of  articles,  materials,  colors  or  tlesigns  is  con- 
trary to  beauty.  A  beautified  unity  is  the  best  rule.  How- 
ever, while  order,  regularity,  and  related  organization  are 
elements  of  beauty,  there  is  a  certain  lack  of  regularity 
which  is  another  element,  but  which  must  be  cared  for 
with  discrimination,  as  there  should  be  a  certain  orderli- 
ness even  in  the  apparent  lack  of  it. 

As  regards  manner,  the  desire  to  cultivate  the  beautiful 
is  often  likely  to  overstep  the  mark  and  result  in  affecta- 
tion, so  that  perhaps  the  best  general  attitude  is  sim])ly 
the  seeking  to  avoid  what  might  in  any  way  be  oft'ensive 
or  unkind  to  others. 

Dress  is  to  such  an  extent  a  part  of  the  personalit\- 
that  it  should  not  be  neglected,  but  on  the  other  hand  it 
shoulfl  not  be  made  to(j  much  an  object  of  interest.  T() 
be  neatly  and  properly  dressed  at  all  times,  for  work  and 
for  leisure,  is  a  part  of  respect  for  others  and  respccl 
for  self.  In  the  matter  of  dress,  unity,  harmony,  proper 
quality,  and  suitability  to  the  wearer  and  to  the  occasion, 
are  some  of  the  necessities.  Good  taste  is  more  desirable 
and  imp(^rtanl  than  great  cost  or  display.  Dress  for 
women  should  consider  both  health  and  beauty.     Kashion 


44  MORAL  EDUCATION 

should  be  seen  as  existing  for  the  in  liviihial,  and  not  the 
inthvidual  for  the  fashion.  Adaptation  to  individual  re- 
quirements is  necessary.  Fashion  as  an  institution  is  val- 
uable as  an  aid  in  the  cultivation  of  taste,  in  supplying  the 
element  of  variety,  and  so  forth.  While  recognizing  its 
value  the  rule  to  "Seek  elegance  rather  than  luxury,  and 
refinement  rather  than  fashion."  gives  it  a  necessary 
mo(Hfication.  The  proper  care  of  clothing  is  likewise  a 
duty  to  be  taught — that  it  should  be  mended  as  soon  as 
possible  when  required,  and  kept  brushed  and  folded,  or 
otherwise  properly  cared  for  when  not  in  use. 

Beauty  in  the  house  follows  the  same  rules  of  modera- 
tion, harmony,  proper  quality,  cleanliness,  order,  and  .so 
forth,  which  are  necessary  in  other  matters.  Where  there 
is  a  hesitancy  or  lack  of  assurance  in  the  choice  of  objects, 
it  is  well  to  remember  a  general  rule — that  the  simplest 
forms  are  always  beautiful.  With  simplicity,  however. 
the  element  of  variety  is  a  necessity  as  well. 

The  elements  of  beauty  as  applying  to  cities  should  be 
developed. 

Moderation  should  be  seen  as  giving  to  beauty  the  ele- 
ment of  refinement. 

With  the  teaching  of  the  duty  of  beauty  belongs  the 
equally  important  teaching  of  its  proper  restraint— that 
while  as  a  rule  it  is  the  necessary  aid  to  good,  it  as  a  duty 
is  to  such  an  extent  secondary  that  when  it  comes  to  a 
question  of  right,  a  higher  necessity,  where  a  regard  for 
beauty  would  be  a  hindrance  to  good,  or  a  weakness, 
beauty  itself  should  be  sacrificed.  With  good  and  truth, 
too  much  beautifying  tends  to  obscure,  and  to  weaken  the 
force  of  the  greater  good. 

The  good  and  true,  and  then  the  beautiful,  is  the  best 
order  in  which  to  hold  these  qualities  in  mind. 


MORAL  EDUCATION  45 


MANNERS. 


In  the  teaching  of  the  minor  social  laws  to  children, 
they  may.  as  with  other  subjects,  learn  from  observation 
of  examples  of  good  and  bad  manners  given  by  means  of 
play  or  representation,  or  from  recited  instances,  they 
saying  what  they  think  right,  why  they  think  so.  and 
whether  the  olTense  is  against  the  primary  duties  of  jus- 
tice and  kindness,  or  the  secondary  one  of  beauty.  Other 
elements,  such  as  use.  are  to  be  considered  also. 

The  familiar  teachings  following  are.  as  principles  for 
development,  given  as  a  foundation  for,  and  help  toward, 
the  better  comprehension  and  development  of  the  spirit 
underlying  them.  It  should  be  made  clear  that  manners 
should  not  be  seen  as  a  finish  or  adornment  to  be  put  on 
from  without,  but  should  be  the  outward  expression  of 
the  right  spirit  within.  Being  a  part  of  general  moral 
training,  their  teaching  is  a  help  toward  general  moral 
perception  and  knowledge. 

From  the  foundation  laid,  children  may  receive  tlic 
further  necessary  training  from  others,  which  is  best 
when  they  seek  it  self-actively. 

They  should  learn,  in  connection  with  the  duty  as  to  the 
proper  way  in  which  various  things  should  be  done,  that 
kind  feeling,  sympathy,  sincerity,  simplicity,  straightfor- 
wardness, and  the  deference  which  springs  from  self-re- 
spect and  respect  for  others,  and  not  from  servility,  are 
among  the  fundamental  beautifiers  of  the  manner  itself. 
Another  element  is  grace,  which  comes  frf)m  the  control- 
ling of  the  body  by  the  mind.  The  knowledge  of  the 
proper  way  to  do  is.  too,  one  of  the  necessary  helps  in 
overcoming  shyness  and  awkwardness  in  children. 

It  should  be  developed  that  manners  arc  morals  in 
action — that  they  are  self-government  in  small  matters, 
and  that  the  minor  social  laws  have  as  a  rule  a  foundation 


46  MURAL  ED LCATiUX 

in  kiiulncss  and  good  sense.  Tliey  are  consideration  for 
the  rights  of  others  in  small  matters — they  are  for  free- 
dom and  protection  from  the  small  selfishnesses  of  others 
which  the  greater  social  laws  do  not  touch,  and  unless  a 
minor  law  is  a  survival  of  a  custom  which  social  evolu- 
tion has  caused  to  disappear,  or  is  obviously  absurd,  it 
should  be  obeyed.  Some  social  customs  may  be  seen,  too, 
as  an  unconscious  avoidance  of  dirt,  disease,  and  so 
forth.  The  minor,  like  the  major  laws,  aid  in  promoting 
the  general  social  welfare,  and  obedience  to  some  of  them 
as  a  part  of  actual  character,  is  important.  The  reward 
and  punishment  of  those  who  infringe  upon  the  rights  of 
others  in  the  minor  social  obligations  should  be  consid- 
ered, and  that,  from  small  to  great  offenses,  lack  of  re- 
spect, distrust,  or  avoidance,  by  others,  are  part  of  the 
punishment  to  those  who  persist  in  them. 

As  regards  the  making  of  introductions,  the  teaching  of 
.1  proper  but  simple  form  of  speech,  suitable  for  children, 
such  as  "Elizabeth,  this  is  Mary  Brown."  is  best.  With 
this  should  be  the  rule  that  younger  persons  should  be 
presented  to  older,  men  to  women,  and  so  forth. 

In  making  a  call,  or  going  to  see  another,  there  should 
be  consideration  for  the  convenience  of  the  other  in  the 
time  chosen  for  going,  and  in  the  length  of  the  call.  Leav- 
ing should  be  done  promptly  but  not  abruptly.  Upon 
general  principles  it  is  best  to  have  a  set  time  for  receiving 
others,  as  it  is  both  justice  and  kindness  to  all  interests. 
Under  ordinary  circumstances  the  length  of  a  call  should 
be  the  moderate  amount  of  time  prescribed  by  general 
usage.  However,  as  children's  calls  are  usually  for  the 
purpose  of  play,  their  stay  is  necessarily  longer  than  that 
of  older  persons,  but  they  should  learn  that  under  these 
circumstances  as  well  they  should  leave  promptly  at  the 
right  time.  Jn  making  such  calls  there  should  always  be 
the  proper  consideration  and  respect  shown  to  the  parents 


MORAL  EDUCATION  47 

or  others  who  may  be  present.  Children  should  go  to  tlie 
door  in  a  straightforward  manner  and  ask  for  those  whom 
they  wish  to  see,  and  not  call  or  whistle  from  outside  to 
attract  the  attention  of  those  within.  Boys  should  either 
carry  their  hats  with  them,  or  put  them  in  the  place  ap- 
pointed for  such  things.  In  the  case  of  those  who  are 
afiflicted,  calls  and  other  forms  of  kindness  'shouhl  he 
shown. 

It  is  desirable  that  where  possible  children  should  be 
asked  in  regard  to  their  duty  in  these  and  other  matters, 
instead  of  being  told,  in  order  to  bring  the  information 
from  their  own  minds,  and  helj)  them  to  think  and  act 
rightly  of  themselves. 

The  various  elements  of  proper  behavior  upon  the 
street  should  be  developed — the  right  way  of  lifting  the 
hat.  and  doing  so  in  parting  as  well  as  in  meeting,  the 
matter  of  precedence,  the  proper  side  of  others  on  which 
to  walk,  the  rule  that  conspicuousness  in  dress  and  gen- 
eral appearance  should  be  avoided,  that  a  person  should 
not  hum  or  sing  to  himself,  nor  stare  at  others,  and  so 
forth. 

The  proper  conduct  of  boys  and  girls,  and  of  young 
men  and  women  toward  each  other,  at  home  and  abroad, 
should  be  taught. 

In  places  of  public  entertainment  or  instruction,  con- 
sideration for  the  rights  of  others  rccjuires  that  a  person 
should  as  far  as  possible  avoid  making  disturbance  or  an- 
noyance. 

Except  under  unusual  circumstances,  or  among  the 
nearest  relatives  or  friends  where  it  is  understood,  chil- 
dren should  not,  if  at  the  house  of  another,  stay  for  meals 
or  over  night,  or  in  general  make  a  visit,  except  by  espe- 
cial invitation  beforehand. 

In  receiving,  to  any  form  of  entertainment,  an  invita-. 
tion   requiring  a   definite   reply,   it   should   be   answered 


48  MORAL  EDUCATION 

promptly,  with  acceptance  or  regrets,  and  the  acceptance 
faithfully  fulhlled.  If  accident  or  sudden  illness  prevent 
final  fultillnient.  notice  of  it  should  be  sent  as  soon  as 
possible.  A  call  is  necessary  within  a  proper  time  after 
having  been  more  or  less  formally  entertained. 

Tn  being  so  entertained,  there  should  be  regard  for  host. 
hostess  and  other  guests,  those  of  the  latter,  in  particular. 
who  are  alone,  backward,  or  unacquainted,  as  should  be 
the  case  under  ordinary  circumstances.  Such  conduct  is 
best  when  it  springs  from  genuine  kind  feeling.  If  a 
guest  has  a  visitor  there  may.  if  desired,  be  a  request  to 
bring  the  latter  if  he  is  not  already  invited.  After  such 
entertainment  some  expression  of  appreciation  is  proper. 

In  the  entertaining  of  others  there  should  be  the  same 
regard  for  their  comfort  and  pleasure. 

Xo  one  should  speak  of  the  family  or  personal  affairs 
of  those  under  whose  roof  he  has  been,  and  of  whose 
hospitality  he  has  partaken,  and  those  who  entertain 
others  should  similarly  refrain  as  regards  their  guests. 

If  circumstances  are  such  that  a  person  is  not  able  to 
return  the  kindness  of  others  in  the  same  form  in  wdiich 
he  has  received  it.  it  shoulcl  be  returned  in  some  other 
acceptable  w^ay. 

In  entertaining,  or  in  being  entertained,  wherever  the 
occasion  demands  it,  each  should  take  his  fair  share  of 
any  labor  or  responsibility  not  otherwise  provided  for. 

When  visiting  others,  the  question  as  to  who  should 
first  intimate  a  wish  to  retire  for  the  night  may  be  settled 
according  to  circumstances,  by  either  host  or  guest.  On 
general  principles  it  is  well  for  a  guest  to  learn  the  usual 
hour  of  the  family  he  is  visiting,  and  conform  to  it,  but 
in  case  this  is  very  late,  or  far  beyond  the  hours  of 
general  custom,  a  guest  should  be  conceded  an  earlier  time 
when  necessary.     The  general  comfort  and  convenience 


MORAL  EDUCATION  49 

should  be  considered  in  small  matters  as  well  as  in  greater 
ones. 

A  good  general  rule  to  be  taught  in  regard  to  bestowing 
a  person's  society  upon  others  is  that  if  the  exact  happy 
mean  cannot  be  arrived'  at,  a  trifle  too  little  of  one's 
society  should  be  given  to  others  rather  than  a  trifle  too 
much. 

In  addressing  others,  whether  in  person  or  by  letter,  it 
should  be  done  simply,  straightforwardly,  kindly  and  re- 
spectfully. In  both  speaking  and  in  being  introduced,  a 
person  should  look  others  in  the  face.  There  should  be  no 
carelessness  in  the  manner.  Moderation  is  the  best — 
neither  forwardness  nor  familiarity,  nor  backwardness, 
neither  servility  nor  arrogance,  neither  effusiveness  nor 
indifference,  neither  great  slowness  nor  abruptness. 

The  saying  of  "How  do  you  do,"  or  "How  are  you,"  or 
mentioning  the  name  of  the  person,  instead  of  saying 
"Hello,"  in  greeting  strangers,  especially  those  who  are 
much  older,  and  the  saying  of  "Good  morning,"  "Good 
afternoon,"  "Good  evening,"  "Good  night,"  "If  you 
please,"  and  "Thank  you,"  upon  the  appropriate  occa- 
sions, may  be  taught.  The  first  mentioned  applies  more 
particularly  to  older  children. 

In  replying  to  others  "yes"  and  "no,"  either  the  name 
of  the  person  replied  to  should  be  added,  or  a  few  words 
completing  the  meaning,  as  "Yes,  Mary,"  or  "No,  they 
are  not  here,"  or  the  single  words  should  be  said  in  such 
a  way  as  not  to  be  abrupt. 

With  older  persons  and  strangers,  children  should  or- 
dinarily wait  to  be  addressed  first,  and  should  answer 
promptly  and  politely.  Insolence  or  imiKM-tinciicc  is  a 
rudeness  which  corresponds  to  the  physical  unkindness 
of  a  blow. 

When  among  others,  a  person  spoken  to  should  first  be 
addressed  by  name,  to  call  his  attention. 


50  MORAL  EDUCATION 

In  sitting  and  standing  the  simplest  attitude  is  the  best. 
In  stancHng,  the  body  should  be  held  straight,  with  as  little 
tension  as  possible,  and  the  arms  held  simply,  avoiding 
holding  the  elbows  out.  The  feet  should  be  set  straight 
upon  the  ground,  with  the  toes  out.  For  walking,  the 
rules  are  much  the  same.  The  head  and  shoulders  should 
be  held  up,  and  the  feet  lifted,  and  not  dragged. 

In  sitting,  there  should  be  relaxation  without  lounging, 
and  with  the  simplest  position — the  feet  should  not  be 
twisted  about  each  other,  nor  about  the  feet  of  the  chair, 
and  should  be  kept  fairly  close  together. 

At  the  table  the  chair  should  be  placed  straight,  and  at 
a  moderate  distance — neither  too  close  nor  too  far  away. 
The  body  should  be  held  straight,  and  with  older  children, 
the  feet  rest  properly  upon  the  floor. 

Following  this  should  be  the  teaching  of  the  right 
placing  of  the  napkin  upon  the  knees,  and  the  proper 
replacing  of  bib  or  napkin  at  the  end  of  the  meal,  to- 
gether with  the  correct  handling  of  knife,  fork,  spoon, 
dishes,  glasses,  and  so  forth.  With  all  but  small  children 
these  should  be  held  with  the  fingers  only,  and  not  with 
the  whole  hand.  In  using  the  knife  and  fork  for  such  as 
cutting,  the  forefinger  should  be  placed  upon  the  back  of 
each.  In  using  fork  or  spoon  for  taking  food,  they  should 
be  held  between  the  thumb  and  forefinger,  the  second 
finger  resting  underneath,  and  the  other  fingers  below, 
in  their  ordinary  position.  The  handles  of  cups,  and  the 
stems  of  glasses,  are  held  in  much  the  same  way.  The 
right  hand  should  be  used  in  conveying  food  to  the  mouth 
with  fork  or  spoon,  and  with  these  only,  and  in  taking 
bread,  or  helping  self  to  other  articles  of  food  when  they 
are  passed.  In  helping  self  to  such  things  as  bread,  only 
one  piece  should  be  taken  at  a  time.  The  knife  and  fork, 
after  being  used,  and  when  passing  a  plate  or  dish,  should 
be  laid  parallel  at  one  side  of  the  plate.    The  spoon  should 


AIORAL  EDUCATIOxM  51 

not  be  in  the  cup  while  drinking,  nor  after  it  has  been 
used,  but  placed  in  the  saucer.  China  and  glassware  with 
handle  or  stem  should  be  held  by  handle  or  stem.  A 
plate  or  a  dish  should  be  held  with  the  thumb  on  the 
upper  side,  and  the  fingers  on  the  under  side.  Nothing 
should  be  passed  while  holding  knife,  fork  or  spoon  in  the 
same  hand.  Soup  should  be  taken  from  the  side  and  not 
the  end  of  the  spoon.  Bread  should  be  buttered  in  small 
pieces.  Only  a  moderate  amount  should  be  taken  upon 
plate  or  other  dish  at  a  time. 

Only  what  is  close  to  a  person  should  be  reached  for — 
otherwise  he  should  ask  to  have  what  he  wishes  passed  to 
him.  In  asking  for  anything  at  the  table,  the  person  who 
is  wished  to  pass  it  should  first  be  addressed  by  name 
unless  his  attention  is  obtained  by  sight.  Such  a  wish 
should  be  expressed  in  the  form  of  a  request  and  not  a 
command,  nor  should  the  request  have  the  tone  or  inflec- 
tion of  a  command. 

Under  ordinary  circumstances  a  person  should  eat  what 
is  set  before  him.  If  it  is  of  such  a  nature  that  it  would 
be  wrong  for  him  to  eat  it,  or  it  would  make  him  ill,  or 
if  he  is  not  hungry,  or  there  is  some  constitutional 
peculiarity  which  makes  it  very  offensive,  he  is  then  ex- 
cusable. Caprice  in  regard  to  food  not  only  injures  its 
possessor  in  the  fact  of  capriciousness  itself,  but  unjustly 
puts  others  to  unnecessary  trouble.  To  allow  one  individ- 
ual's preference  to  rule  at  table  is  an  injustice  to  the 
others,  and  for  each  to  have  his  caprices  considered  is 
unfair  to  those  who  prepare  food,  so  that  as  long  as  the 
latter  is  wholesome  and  properly  prepared,  a  general  con- 
cession to  the  rights  of  all  is  to  eat  what  is  provided,  and 
to  provide  a  proper  variety.  In  order  to  help  in  avoiding 
capriciousness  in  regard  to  any  new  food,  it  is  well  to 
allow  a  child  to  be  properly  hungry,  and  then  to  give  it 
only  a  small  amount,  and  without  the  suggestion  of  any 


52  MORAL  EDUCATION 

possible  distaste.  This  is  better  than  to  attempt  to  force 
it  to  eat  after  a  distaste,  capricious  or  natural,  has  been 
formed,  or  if  it  is  not  sufficiently  hungry.  Ordinary  pref- 
erences and  differing  individual  needs,  however,  should 
have  the  necessary  allowance  made. 

Too  much  discussion  of  food  should  be  avoided. 

To  eat  slowly  is  necessary  both  for  health  and  appear- 
ance. Only  a  moderate  amount  should  be  taken  into  the 
mouth  at  a  time,  and  care  taken  not  to  speak  with  the 
mouth  filled,  and  to  avoid  noise  in  both  eating  and  drink- 
ing.^ 

No  food  except  what  is  necessarily  eaten  so,  such  as 
bread,  should  be  eaten  with  the  fingers.  The  correct  and 
sensible  handling  of  various  kinds  of  food  should  be  de- 
veloped. A  good  general  rule  is  that  nothing  that  can  be 
eaten  otherwise  should  be  eaten  with  the  fingers.  With 
bread  the  reverse  is  the  case — the  fingers  are  used  both  in 
eating  it  and  in  taking  it  from  the  plate. 

Individual  preparation  of  food  in  fantastic  ways  after 
it  is  served  should  be  discouraged. 

What  is  wished  should  be  simpl}^  accepted  or  refused, 
with  no  remarks  as  to  the  reason  except  where  there  is  a 
necessity  to  explain  what  might  otherwise  seem  strange. 

The  child  who  cannot  be  trusted  to  help  himself  justly 
as  regards  the  rights  of  others,  should  be  helped  by  others 
to  his  food  until  he  is  ready  to  do  right. 

If  anything  objectionable  is  discovered  in  any  food, 
there  should  be  no  remark  made,  nor  attention  called  to  it 
— it  should  simply  be  let  alone.  Where,  however,  it  is 
necessary  that  the  food  should  be  removed,  the  matter 
should  be  brought  to  the  notice  of  the  proper  person 
without  attracting  the  attention  of  others. 

In  the  case  of  accidents  at  table,  they  should  have  as 
little  disturbance  made,  or  attention  drawn  to  them,  as 


MORAL  EDUCATION  53 

possible — only  what  is  absolutely  necessary  to  amend  mat- 
ters should  be  done  at  the  time. 

Food  which  has  an  odor  which  may  be  objectionable 
should  not  be  eaten  before  going  among  other  persons. 

No  one  should  eat  or  drink  from  receptacles  containing 
the  common  supply. 

Neatness  in  dress,  clean  hands  and  face,  and  brushed 
hair,  are  a  part  of  good  behavior  at  the  table. 

Different  forms  of  consideration  and  thoughtfulness 
for  others  at  the  table  should  be  developed. 

Except  at  a  public  table  it  is  necessary  to  ask  to  be  ex- 
cused when  leaving  the  table  before  others. 

In  addressing  others  by  letter,  respect  toward  them 
and  toward  self  should  be  shown  by  the  neatness  and 
general  good  appearance  of  handwriting  and  paper  as 
well  as  in  the  manner  of  the  letter  itself.  Both  business 
and  other  correspondence  should  have  their  forms 
learned,  and  each  used  in  its  proper  place. 

Conversation  should  not  be  for  self-display,  but  for 
the  good  and  pleasure  of  all.  It  should  not  be  forced 
upon  others,  but  moderated  to  respond  as  far  as  pos- 
sible to  real  need,  and  to  accord  with  kindness.  Topics 
which  are  found  to  be  a  source  of  contention  should  be 
avoided  or  dismissed,  or  the  discussion  of  them  under- 
taken in  the  right  spirit — that  of  willingness  to  learn  the 
truth.  There  should  be  kept  in  mind  the  teaching  that 
the  moment  a  person  becomes  angry  in  an  argument,  or 
refuses  to  listen  to  reason,  he  ceases  arguing  for  the 
truth,  anrl  begins  arguing  for  himself.  All  acidity  of 
speech,  all  petty  malice  and  spite,  should  be  avoided.  The 
one  who  first  conquers  self  in  this  respect  helps  others 
to  conquer,  and  so  promotes  the  general  good.  Care 
sliould  be  taken  not  to  allow  rudeness  upon  the  part 
of  others  to  provoke  rudeness  in  self. 

No  one  should  interrupt  another  in  his  conversation. 


54  MORAL  EDUCATION 

11  emergency  makes  such  a  thing  necessary,  the  person 
interrupting  should  ask  to  be  excused.  What  is  known 
as  hinting,  which  is  a  lack  of  consideration  for  the  rights 
of  others,  should  not  be  indulged  in.  In  conversation  a 
person  should  not  talk  constantly  of  himself  and  his 
affairs — the  rights  of  others  demand  that  their  interests 
as  well  should  be  considered.  Slang  should  not  be  used 
habitually. 

In  conversation  the  voice  should  be  kept  moderated, 
and  too  much  gesticulation  avoided.  Where  a  person 
joins  others  who  are  conversing,  he  should  be  made 
acquainted  with  the  subject  of  conversation.  If  when 
engaged  in  conversing  with  others  it  is  necessary  to 
leave  before  they  do,  the  person  leaving  should  ask  to 
be  excused.  In  ordinary  conversation  unpleasant  topics 
should  be  avoided.  In  general  speech,  and  in  pronuncia- 
tion, carelessness  should  be  avoided  on  one  hand,  and 
affectation  on  the  other. 

Care  should  always  be  taken  not  to  hurt  the  feelings 
of  others.  Any  fault  over  which  a  person  has  no  con- 
trol should  not  be  mentioned  in  his  presence,  or  unkindly 
commented  upon  out  of  it.  Deliberately  to  hurt  the  feel- 
ings of  another  is  a  wrong  under  all  circumstances,  but 
its  real  injury  is  to  the  one  w^ho  is  guilty  of  it.  No  one 
should  act  in  such  a  way  as  to  cause  others,  even  though 
mistakenly,  to  suppose  themselves  the  object  of  unkind 
remark  or  ridicule.  Not  only  should  a  person  avoid 
thoughtlessly  giving  offense  to  others,  but  he  should  not 
easily  and  causelessly  take  offense — often  what  seems 
rudeness  may  be  due  to  thoughtlessness,  ignorance,  shy- 
ness, or  misunderstanding. 

Children  should  not  only  speak  but  act  respectfully 
and  politely  to  elders  and  others,  avoiding  any  form  of 
rudeness. 

In  making  gifts  no  one  should  give  to  others  anything 


AfORAL  EDUCATION  55 

of  which  he  does  not  have  a  fair  assurance  in  his  niin  1 
that  it  will  give  pleasure  or  benefit  to  the  recipient.  A 
gift,  in  its  quality  and  the  manner  in  which  it  is  sent, 
should  express  both  kindness  and  respect.  Where  pos- 
sible it  should  combine  both  use  and  beauty.  It  is  better 
to  give  another  what  is  wholly  useful,  or  what  is  really 
beautiful,  or  both,  if  its  cost  is  only  a  penny,  than  to 
give  what  is  useless  or  otherwise  undesirable,  however 
great  the  cost.  Considering,  as  far  as  one  person  may 
know  another's  tastes,  what  would  be  acceptable  to  others, 
doubles  the  kindness  of  the  gift.  A  gift  should  as  far  as 
possible  fill  a  real  need  or  wish,  and  not  be  a  superfluity. 

There  should  be  prompt  acknowledgment  of  gifts,  and 
of  other  kindnesses  as  well. 

With  those  who  are  comparative  strangers,  gifts 
should  not.  under  ordinary  circumstances,  be  expen- 
sive. 

Children  should  not  correct  elders  in  public.  J'^xcepti 
in  case  of  immediate  necessity,  if  the  latter  have  made 
any  mistakes  they  should,  as  with  children  themselves, 
have  the  matter  discussed  in  private.  Not  only  with 
elders,  but  with  others,  if  advice  or  correction  is  to  be 
given,  except  in  trifling  matters  it  shoitld  not  be  in  public, 
ihe  honest  acceptance  and  grateful  acknowledgment  of 
kind  and  just  advice  is  a  part  of  honesty  in  general.  This 
should  not  lead  a  person  into  attempting  to  please  every 
one,  which,  as  is  said,  ends  in  pleasing  no  one.  Nor 
shoukl  it  make  him  feel  at  liberty  to  interfere  with  his 
neighbor's  afi^airs  at  all  times  and  seasons. 

The  fingers  should  not  be  put  into  the  mouth,  the  teeth 
picked,  the  head  scratched,  or  the  finger  nails  cared  for 
in  ]jublic.  Respect  and  consideration  for  others  dernands, 
too,  that  no  one  should  expectorate  in  their  presence.  If 
such  a  thing  is  unavoi'.able,  the  person  expectorating 
should  ask  to  be  excused.     Up<jn  general  principles,  too, 


56  MORAL  EDUCATION 

such  a  matter  should  be  cared  for  in  the  ways  which  best 
safeguard  both  public  health  and  appearances. 

Unnecessarily  offending  or  irritating  others  should  be 
avoided,  and  slight  resentments  should  not  be  allowed  to 
grow  into  greater  ones  out  of  proportion  to  the  cause. 

A  person,  in  differing  in  opinion,  should  not  contradict 
another,  but  ask  to  be  excused  or  pardoned,  and  then 
say  what  to  the  best  of  his  ability  he  knows  or  thinks 
to  be  the  case. 

When  unintentionally  rude,  or  when  guilty  of  an  acci- 
dent or  mistake,  a  person  should  beg  another's  pardon, 
or  ask  to  be  excused,  and  if  any  further  reparation  is 
necessary  it  should  be  made. 

No  one  should  unnecessarily  interrupt  another  who 
is  reading  or  writing,  or  when  he  is  busy  with  duties  re- 
quiring close  attention.  If  it  be  necessary,  the  person 
interrupting  should  ask  to  be  excused.  No  one  should 
give  another  unnecessary  work,  or  expense,  or  take  up 
another's  valuable  time.  No  one  should  read  over  the 
shoulder  of  another  person.  In  speaking  to  others,  a  per- 
son who  must  cough  or  sneeze  should  turn  his  head 
away.  Children  should  not  make  personal  remarks  to  or 
ask  personal  questions  of  others,  especially  in  public. 

The  room  of  another  should  not  be  entered  without 
first  knocking  and  obtaining  permission. 

No  one  should  listen  to  a  conversation  not  intended 
for  him,  or  read  letters  belonging  to  others  except  where 
given  to  him  to  read  by  the  writer,  or  by  the  receiver 
wath  the  writer's  permission.  Where  a  person  is  so 
placed  as  to  be  an  accidental  listener  to  others  he  should 
either  remove  himself,  or  make  the  fact  known  to  them. 
The  same  principle  applies  in  cases  where  children 
ignorantly  speak  to  others  of  family  matters — they  not 
only  should  not  be  encouraged,  but  not  permitted.  The 
rule  not  to  be  a  talebearer  applies  to  a  child's  own  family 


MORAL  EDUCATION  -:^7 

as  well  as  to  others.  Such  rules,  it  should  be  taughi, 
apply  to  ordinary  harmless  affairs. 

The  embarrassment  of  others  should  be  avoided. 

Precedence  and  consideration  should  be  given  to  those 
who  are  older,  proper  care  to  those  who  are  younger  and 
weaker,  and  protection  to  the  ignorant. 

No  one  in  the  presence  of  other  persons  should  cov- 
ertly show  ill-will  toward  another. 

All  practical  jokes  which  have  the  nature  of  sudden 
shocks  should  be  abstained  from,  as  they  are  not  only 
inconsiderate  of  the  ordinary  rights  and  feelings  of 
others,  but  may  be  the  cause  of  serious  injury.  Nudging 
another  or  striking  him  rotighly,  are  too,  a  lack  of  con- 
sideration. 

The  hands  and  not  the  mouth  should  be  used  for  hold- 
ing; the  proper  implements,  and  not  the  teeth,  for  crack- 
ing* nuts,  cutting,  and  so  forth.  Articles  to  be  given  to 
others  should  be  handed  and  not  thrown.  Doors  should 
be  closed  without  slamming  them.  Toying  with  buttons, 
or  with  articles  on  the  table  or  elsewhere,  and  tapping 
with  the  feet  or  fingers,  should  be  avoided. 

The  evil  of  self-consciousness  in  its  various  forms 
should  be  avoided.  The  tendency  to  apply  to  self  the 
flattering  remarks  of  others,  and  on  the  other  hand  to 
apply  to  self  the  unflattering  ones,  and  so  in  the  latter 
case  to  take  offense,  should  equally  be  discouraged.  \u 
the  remedy  of  this  it  should  ])c  taught  that  in  man\' 
cases  others  are  not  thinking  of  the  self-conscious  per- 
son nearly  as  much  as  he  is  thinking  of  himself— that  ho 
is  the  one  who  is  doing  the  greatest  part  of  the  thinking 
too  much,  of  which  he  complains.  General  reasoning  on 
the  subject  is  another  means  needed.  Tn  the  matter  of 
remarks,  many  are  thoughlless,  and  many  are  those 
which  are  necessarily  made  at  all  times.  In  addition  to 
this  it  should  be  remembered  that  those  wlio  seek  to  do 


58  MORA!.  EDUCATION 

ri^ht  will  not  intentionally  make  unkind  remarks,  anl 
will  desire  as  well  not  to  be  guilty  of  unintentional  ones. 
Over-sensitiveness  on  one  hand,  and  lack  of  proper  sen- 
sitiveness and  feeling,  on  the  other,  should  be  guarde  1 
against. 

In  regard  to  complaints  of  the  sellishness  of  others  it  is 
well  to  look  first  to  see  if  any  part  of  the  complaint  is  due 
to  the  selfishness  of  self,  in  order  not  to  consider  others 
selfish  or  unjust  because  the  selfishness  of  self  cannot 
have  its   way  with  them. 

Justice  and  kindness  to  others  requires  their  applica- 
tion to  the  rights  of  the  dead  as  well  as  of  the  living — 
there  should  be  no  advantage  taken  of  the  rights  of 
others  after  death,  when  they  are  not  present  to  defend 
them,  or  to  carry  out  their  own  wishes.  What  would  be 
to  their  advantage  in  such  respects  is  due  them. 

In  ordinary  social  life,  as  in  business,  no  one  should 
influence  another  to  suit  himself,  when  it  is  to  the  other's 
disadvantage,  as  this  is  an  interference  with  personal 
rights.  The  other  person  should  either  not  be  influenced 
at  all.  or  else  to  his  advantage 

General  justice  requires  not  only  that  a  person  should 
not  do  injustice  to  others,  but  that  he  should  not  permit 
others  to  do  themselves  injustice. 

In  regard  to  the  making  of  apology  it  should  be  made 
clear  that  it  is  not  the  giving  of  apology  that  injures 
dignity,  but  the  failure  to  give  to  those  to  whom  it  is  due. 
and  that  it  should  be  given  honestly. 

The  meaning  of  the  term  refinement  should  be  de- 
veloped, and  have  application  made  to  speech  as  well  as 
to  other  elements  of  conduct.  This,  too,  requires  avoid- 
ance of  the  extreme. 

The  same  may  be  done  with  the  ideas  of  honor  and 
nobility,  referring  to  the  latter  as  regards  quality  of  mind 
as  well  as  principles. 


MORAL  EDUCATION  59 

In  connection  with  the  words  "lady"  and  "gentleman," 
it  is  well  to  teach  that  whether  ladies  or  gentlemen, 
human  beings  are  first  of  all  men  and  women,  anrl  that 
consequently,  for  general  use,  the  latter  applies  best  to 
all.  It  is  quite  proper,  otherwise,  to  use  the  words  as  a 
term  of  courtesy,  and  in  referring  to  those  who  possess 
the  qualities  of  a  lady  or  gentleman.  It  should  be  made 
clear  that  both  major  and  minor  morals  are  the  require- 
ment for  the  latter,  and  that  neither  riches  nor  learning 
are  necessary. 

As  a  matter  of  related  interest,  as  well  as  warning 
against  carrying  affairs  to  extremes,  a  short  reference  to 
the  story  of  chivalry  may  be  made — its  origin,  its  connec- 
tion with  Christianity  and  Gothic  characteristics,  the 
vows  and  duties  of  a  knight,  and  so  forth,  including  men- 
tion of  the  Chevalier  Bayard,  Don  Quixote,  and  any 
other  in  relationship,  whose  name  may  arise.  The  good 
which  has  survived,  as  evidenced  in  modern  character 
and  manners,  should  be  shown. 

An  important  caution  to  be  taught  is  that  against  al- 
lowing regard  for  the  minor  morals  to  obscure  the  major 
morals,  to  develop  into  weakness,  or  become  belittling  to 
the  character. 

A  part  of  the  varied  application  of  moral  laws  and 
principles  is  that  made  to  family  relations,  and  to  the 
various  vocations,  governmental  and  industrial.  This  is 
to  apply  to  the  details  of  conduct  relating  to  vocations, 
the  given  duty  in  regard  to  material  and  immaterial  rights 
and  property,  the  right  spirit,  what  of  manners  and  other 
minor  duties  is  required,  and  so  forth.  The  following 
list  is  given  as  a  beginning,  to  which  children  themselves 
may  add,  as  self-activity  arlds  to  their  interest,  and  to 
the  force  of  the  impression : 


60  MORAL   l<:fH'CATIOX 

Parents  an»l  chiklreii; 
General  family  relationships; 
Self  as  regards  both  self  and  others; 
Executives ; 
Army ; 
Xavy ; 
Judges ; 
Lawyers ; 
Legislators ; 
Clergj^'men ; 
Educators ; 
Writers ; 
Artists ; 
Dramatists ; 
Actors ; 
Physicians ; 
Nurses ; 

Public  institutions ; 
Bankers ; 
Brokers ; 
Insurers ; 

Merchants  and  consumers ; 
Manufacturers; 
Contractors ; 
Farmers ; 
Policemen ; 

Preparers  of  food  supplies; 
Those  in  charge  of  various  public  utilities 
Transportation  companies ; 
Work  in  the  home; 
Employers  and  employed ; 
Manual  labor — different  kinds; 
Citizens — civic  duties. 


MORAL  EDUCATION  61 

Duties  in  regard  to  vocation  itself,  as  concerns  the  wel- 
fare of  others  and  of  self,  may  be  developed. 

The  suitable  ethics  may  be  applied  to  the  reciprocal 
relations  between  industrial  bodies,  and  the  public  or  the 
individual,  and  those  of  such  bodies  to  each  other. 

Similarly,  the  application  of  all  suitable  moral  prin- 
ciples may  be  made  to  the  relations  of  nation  and  indi- 
vidual toward  each  other,  and  those  of  nations  to  each 
other. 

Application  of  the  different  moral  principles  should  be 
made  to  a  variety  of  the  smallest  details  of  conduct. 

In  addition  to  others,  fundamental  business  laws  and 
customs  should  be  taught  to  children.  It  should  be  shown, 
and  the  reason  why — the  protection  of  the  rights  of  all 
concerned — that  these  should  where  possible  be  followed 
in  many  ordinary  transactions,  and  in  small  matters  as 
well  as  in  formal  business  affairs. 


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